Effect of keyword, peg word and method of loci mnemonics on recall of French vocabulary as foreign language
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- Title
- Effect of keyword, peg word and method of loci mnemonics on recall of French vocabulary as foreign language
- Creator
- Zakiyyah B.A Elaheebocus-Joomun
- Supervisor
- Marina Rachitskiy.
- Date
- 2016
- Abstract
- Vocabulary learning is fundamental in learning foreign languages. The challenge during vocabulary learning is to source the appropriate methods to retain and recall words (Amiryousefi & Ketabi, 2011). Mnemonics are viewed as highly effective in the learning of lexical items (Ahour & Berenji, 2015). While its effectiveness on foreign language learning and science subjects has been well investigated, its effect on learning French language received less attention. Paivio and Desrochers (1979) focused on the impact of keyword and peg word mnemonics on recall and comprehension of the language. This study intended to investigate the effectiveness of four mnemonic techniques on recall of French vocabulary. It was hypothesised that learning conditions would have a significant main effect on recall with greater recall among keyword group and an interaction effect between conditions and test times when controlling for IQ. 51 participants whose native language was not French, had no degree in French Language and had no identified learning disability were involved in the study. This was a quantitative cross sectional study with a 4 x 2 quasi - experimental design. Individual PowerPoint presentation was created for each condition. Each presentation consisted of the following steps which helped participants in completing the experiment: Training, Study time, Time 1 test, Filler Task and Time 2 test. An IQ test was administered at the end. Repeated Measures ANOVA analysis showed no significant main effect of mnemonics on recall. The analysis further showed no significant interaction between conditions and test times. Participants assigned to Loci method recalled more words compared to other conditions. In summary, recall was not impacted by the mnemonics. Discussions of the findings suggested ways of improving the application of mnemonics in order to obtain desired learning outcome by instructors and learners."
- Subject
- Psychology
- Extent
- 102 pages : illustrations
- Format
- Publisher
- Regent's University London
- degree
- MSc Psychology
- Language
- English
- Date Issued
- 2016
- Type
- Thesis & Dissertation
- Rights Holder
- Regent's University London & Zakiyyah B.A Elaheebocus-Joomun
- Item sets
- Theses or Dissertation