AN APPLICATION OF THE KEYWORD MNEMONIC METHOD TO THE LEARNING OF ENGLISH NOUNS BY NATIVE SPEAKERS OF CHINESE

Abstract

This study examined the relative effectiveness of a mnemonic method called the keyword method and a rote-learning condition with 49 native speakers of Chinese ['Chinese' is used here as the generic term for both the written and spoken forms of all varieties of language native to the subjects, all of whom come from the People's Republic of China] at an intermediate proficiency level of English (according to the Regional Language Centre standards). The subjects were from two classes of students studying English at the Regional Language Centre, Singapore. Both groups (assigned as intact classes) were trained in either the keyword method or a rote learning method during two of their regularly scheduled classes (two consecutive days) for a total of 45 minutes. Test items were selected according to Paivio et al.'s (1968) concreteness and imagery values, and generally highly rated words were chosen. The subjects were tested once on the third day, and again seven days later. The first test showed no statistically significant difference (p>.05) in scores. The keyword group outperformed the rote group on the second test (p<.05). Explanation of this result was sought in interviews with six randomly selected subjects, and through the use of a memory strategies questionnaire [adapted from Oxford (1990)] completed by all of the subjects, as well as through an item analysis of the test items. The questionnaire data revealed that the subjects most frequently use memory strategies associated with rote learning, such as translation and repetition; they tend not to use strategies associated with the keyword method, such as imagery and phonetic links. However, interview data revealed that some subjects do sometimes use the strategies associated with the keyword method, and find them to be more effective strategies than the ones normally used, depending on the word to be remembered. While item analysis (using a Pearson product-moment correlation coefficient, classical item analysis, and item response analysis) did not reveal a statistically significant correlation between the concreteness and imagery values of the words and the difficulty of items for subjects, some kind of noticeable interaction seemed to exist. Students generally reacted favourably to the keyword method but regarded it as being of limited use. These data suggest that the keyword method has potential for Chinese speakers learning English at the intermediate level, but that the method has limited applicability because of linguistic dissimilarity of the native and target languages, and because of individual learning strategies already ingrained. Furthermore, the various cognitive skills involved in use of the keyword method - skills shown experimentally to be of value in aiding recall - are not utilized as frequently as might be possible. The study suggests, therefore, that the method, although of limited applicability, is still worth considering as a strategy to be taught in the classroom. Further research is suggested, including the possibility that the keyword method be tested on subjects within the target language (that is, by using English keywords and definitions for new English vocabulary items) rather than between native and target languages, as all previous research has done. This in turn suggests that, in terms of educational implications, the method could be used in classrooms as purely target language inclusive, thus eliminating teachers' reluctance to introduce study techniques which involve the native language.