Mnemonics Technique versus Context Method in Teaching Vocabulary at Upper-Intermediate Level

Abstract

The aim of this study is to investigate the comparison of the effects of using mnemonics technique providing some keywords to students and context method on the retention of the vocabulary items. For the purpose of this study, 84 students who were at the upper-intermediate level of English from Selcuk University, Electrical and Electronics Engineering Department took part in the experiments. The students were divided into two groups to form the experimental and the control groups. Twenty target vocabulary items were used in the study. Each group was given a pre-test before the presentation of the new words. The vocabulary items were taught with mnemonics technique to the experimental group, and the control group was introduced with the context method. Immediate recall and recognition tests were applied to each group after the treatment. To measure long term retention, delayed recall and recognition tests were given to the groups five weeks after the immediate tests. To analyze the difference between mnemonics technique and context method, t-test calculations were used with the results of the pre-tests, immediate and delayed tests. According to the results, mnemonics technique is more effective than the context method in immediate and delayed recall and recognition of the vocabulary.