Memory strategies and ESL vocabulary acquisition

Carisma Dreyer, Jeanette Brits

Abstract


This article compares the effectiveness of three learning strategies (memory strategies)
for ESL vocabulary acquisition. Four intact ESL classes were divided into one control
group and three treatment groups (keyword, semantic, and keyword-semantic). These
Afrikaans-speaking standard 6 pupils then received 4 days of instruction. Both multiplechoice
and cued-recall instruments were used to measure effects both 1 day and 9 days
after instruction. The results indicated that for both the multiple-choice and cued-recall
tests the combined keyword-semantic strategy differed statistically Significantly as well as
practically significantly from the keyword method. The results, therefore, suggest that the
combined keyword-semantic strategy increased retention above the other strategies.
Hierdie artikel vergelyk die effektiwiteit van drie taalleerstrategiee (geheue strategiee)
vir die aanleer van woordeskat met mekaar. Vier intak Engels tweedetaal klasse is
verdeel in een kontrole groep en drie eksperimentele groepe (sleutelwoord, semantiese en
'n kombinasie van die sleutelwoord-semantiese strategiee). 'n Groep Afrikaanssprekende
standerd ses leerlinge het vir 'n tydperk van vier dae onderrig in elk van bogenoemde
strategiee ontvang. Multikeuse en "cued-recall" instrumente is gebruik om die effek van
onderrig beide een dag en nege dae na eksperimentering te bepaal. Die resultate het
aangetoon dat die gekombineerde sleutelwoord-semantiese strategie statisties
betekenisvol sowel as prakties betekenisvol van die sleutelwoord strategie en die kontrole
groep verskil het. Dit wil dus voorkom asof die gekombineerde sleutelwoord-semantiese
strategie die mees belowende strategie is ten opsigte van die retensie van woordeskat.

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DOI: https://doi.org/10.5785/10-1-245

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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