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THE KEYWORD METHOD AND CHILDREN'S VOCABULARY LEARNING IN THE CLASSROOM
Author(s) -
MERRY R.
Publication year - 1980
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1980.tb02438.x
Subject(s) - vocabulary , vocabulary learning , psychology , set (abstract data type) , recall , mathematics education , incidental learning , value (mathematics) , exploratory research , cognitive psychology , developmental psychology , linguistics , computer science , social science , philosophy , machine learning , programming language , sociology
S ummary . In an attempt to relate recent experimental findings of the effectiveness of the keyword technique in vocabulary learning more closely to actual classroom practice, an exploratory questionnaire suggested that many teachers probably do set vocabulary learning in spite of the objections to it from the currently popular audio‐visual courses. A pilot experiment showed that the keyword technique, adapted for a group setting, improved both the immediate and delayed recall of 11‐year‐olds, while textual analysis suggested that the method might be applied to a useful portion of the words which children actually have to learn. A second experiment suggested that poor and successful learners approach vocabulary learning rather differently when left to their own devices, and further experimental groups confirmed the value of the technique for children of various levels of ability.