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espanolEsta investigacion indaga como dos aproximaciones nemotecnicas diferentes no verbales para ensenar lexico (el metodo Keyword [KWM] y el metodo basado en imagines pictoricas) afectan al aprendizaje y la retencion de vocabulario. Para ello se selecciono a sesenta estudiantes, todas ellas mujeres, de nivel elemental que estudian ingles en una escuela de idiomas en Isfahan. Despues de homogeneizar a las participantes, fueron agrupadas aleatoriamente en tres grupos iguales (dos grupos experimentales y un grupo de control). En la ultimo parte de cada seccion del tratamiento, se pasaron una serie de pruebas para medir el nivel de recuerdo a corto plazo de las participantes de los terminos lexicos. Dos semanas despues, se les paso una prueba alternativa post-test de vocabulario para comparar el logro en la adquisicion de vocabulario entre los tres grupos. Los resultados revelaron el efecto del metodo Keyword en el aprendizaje de vocabulario de las participantes. Analisis de post-test inmediato y post-test posterior tambien confirmaron la hipotesis de que las participantes que usaron el metodo Keyword pueden guardar y retener nuevo vocabulario en su memoria a largo plazo mejor que las personas que usaron el metodo de imagines pictoricas. EnglishThis research investigates how the two different mnemonic non-verbal approaches (the keyword method [KWM, here after] and Pictorial method) to teaching lexical items affect learning and retention of vocabulary items. For this purpose, 60 adult female elementary students studying English at a language school in Isfahan were chosen to participate in this study. After homogenizing the participants, they were then randomly divided into three equal groups (two experimental groups and one control group). At the end of each section of the treatment, a battery of quizzes were used to measure the participants short-term memory recall of the lexical items. Two weeks after the treatment, a multiple-choice delayed-posttest of vocabulary was administered to compare vocabulary achievement among the three groups. The results revealed the effect of the keyword method on the participants vocabulary learning. Analysis of immediate posttest and delayed posttest also confirmed the hypothesis that the participants who used the keyword method could store and retain vocabulary items in their long-term memory better than those who used the pictorial method.

The effect of keyword and pictorial methods on EFL learner’s vocabulary learning and retention.