A Comparison of Vocabulary Learning Methods by Pre-Service English Language Teachers PDF 2022

Shanlax International Journal of Education A Comparison...

Shanlax International Journal of Education A Comparison of the Use of Three OPEN ACCESS Vocabulary Learning Methods by Manuscript ID: Pre-Service English Language Teachers EDU-2022-11015852 Umut M. Salihoğlu Bursa Uludağ University, Turkey Volume: 11 https://orcid.org/0000-0002-5321-6556 Issue: 1 Işıl Yalçın Eskişehir Osmanğazi University, Turkey Month: December https://orcid.org/0000-0002-7160-4210 Year: 2022 Abstract The present study aimed to construct the piloting phase of a more extensive investigation on the P-ISSN: 2320-2653 effectiveness of the keyword technique, rote memorisation and semantic mapping as vocabulary learning methods in word retention rates of 16 third-grade pre-service teachers studying at English Language Teaching Department of a large Turkish university. The effectiveness of the methods E-ISSN: 2582-1334 for vocabulary learning was tested using three experimental learning conditions;the conditions were administered to all the participants for their learning of carefully selected 24 low-frequency Received: 28.08.2022 English words. The results from the immediate post-tests indicated that the keyword technique provided the highest success in recalling the target words. Besides,the rote memorisation method was as successful as the keyword technique. However, the semantic mapping technique has created Accepted: 25.11.2022 moderately lower scores both in immediate and delayed post-tests. After an interval of seven weeks, no significant differences were observed between methods. The study yielded suggestions for future Published: 01.12.2022 larger-scale studies regarding the sample group’s size, the field of study,and variety in the target language. Keywords: Keyword Technique, Pre-service Teachers, Rote-Learning, Semantic Mapping, Citation: Vocabulary Salihoğlu, Umut M., and Işıl Yalçın. “A Introduction Comparison of the Use Vocabulary learning strategies are indispensable for a major vocabulary of Three Vocabulary Learning Methods by Pre- expansion in the mental lexicon of foreign language learners. Many research Service English Language trends have offered different methods, techniques and devices for sophisticated Teachers.” Shanlax vocabulary acquisition. Cook (2017) called the ways to organise new International Journal of information to recall later as mnemno technics (p. 73). Likewise, Webb and Education, vol. 11, no. 1, Nation (2017, p. 281) used mnemonic as“a strategy or device to help remember 2022, pp. 57–68. information.” They mentioned the example of “the keyword technique”, which involves the optional use of imagery. Other devices mentioned are “word part DOI: analysis, looking for formal patterns like alliteration and rhyme, and exploring https://doi.org/10.34293/ the etymological origin of words and multi-word combinations” (p. 37). education.v11i1.5852 Having reported on the literature reviews in the field, Sagarra and Alba (2006) claimed that a higher rate of word retention could be achieved by using vocabulary strategies which demanded the learners to process the information at deeper compared to strategies with shallow processing levels. The deeper This work is licensed under a Creative Commons the level of processing, the more permanent will the memory relations be. Attribution-ShareAlike 4.0 Numerous studies have focused mainly on a single method or a comparison of International License the methods under investigation. http://www.shanlaxjournals.com 57  Shanlax International Journal of Education Despite the significant number of vocabulary that “Practice may not be able to make up for a learning methods and techniques offered in language disastrous first encounter”p. 76). learning,three outstanding methods have been Semantic mapping is a graphical method that employed in empirical research studies,the keyword, processes incoming information or words by rote memorisation and semantic mapping methods. extending and expanding the already existing word The following paragraphs in this section describe knowledge. Webb and Nation (2017) relate semantic these methods, sometimes called techniques, and mapping to an activity classically led by the teacher refer to pertinent research studies in the scientific who places the target word in the centre of a map. arena. Rote learning,according to Webb and Nation They elaborate that “the process of arranging the (2017) and Thornbury (2002), forms a way to words into a semantic map can also be a source of memorise words by having lavish use of repetitions, reflective lexical insights” (p. 124). Such a mapping which may boost learners’ chances to learn, but what method requires more efforts on the part of learners influences learning to a greater extent seems to be because of the need for“deliberate noticing”(p. determined by the matter of whether the learner pays 124) and the reliance on the use of one’s existing attention to words encountered. Language learners, lexical knowledge. Webb and Nation advise caution especially beginners, seem very comfortable with regarding repetition in the learning condition since this method. As for the learning conditions with meaning connections are strengthened by the repetition, Webb and Nation (2017) stress the value realisation of both verbatim repetition and repetition of providing “information about the word, such as its by way of different uses. Besides, teachers are invited form and meaning” (p. 66) at the outset, a sufficient to supply the learners with the words or phrases number of repetitions. These repetitions may fluctuate for semantic mapping or to ask for the learners’ between a few times up to 20 or more, varying from suggestions to evaluate for inclusion into the map. person to person and concerning the target word’s Finally, the selected items for the map need to be in salience and learning burden, and systematic spacing connection to each other within the framework of a between repetition events, rather than all piled. They story or a process rather than being “members of a add several activities for increasing encounters, such lexical set” (p. 125). as using graded readers and repeated reading of the The keyword technique, as used by Thornbury same text or reading similar texts. If the reading text (2002, p. 145) and Webb and Nation (2017, p. 73), is not simplified, learners can be guided for “narrow constitutes the most popular way to learn new words. reading” (p. 93). Thornbury (2002) contributes to The method typically comprises both coming up with the discussion of the value of repetitions for learning a similar-sounding L1 keyword and creating a mental words by proposing the concept of “articulatory image with a memorable short scenario to link the loop” (p. 23). In this technique, the learner repeats keyword’s meaning to the target word. An example the target vocabulary item either silently or very of learning with a keyword can be the English word quietly to oneself. This process helps activate the ‘gather,’ which means to bring together; Turkish working memory for this item phonologically for learners can learn it by using the word “getir” which a period of time to facilitate retention and recall, means to bring. Consequently, the similarity in provided that the item is repeated as many times as is sound patterns can help a learner retain the meaning needed, there are not too many items to be handled at of the words. Using keywords, as maintained by Ur one time occupying much memory space, and there (2012, p. 66), is a worthwhile mnemonic strategy to are no distractors around such as talk or noise. For employ for recalling individual words. This strategy the purpose of memory activation, Thornbury also was truly beneficial, especially when the particular underscores the importance of multiple –at least target words possess several characteristics. That is seven– encounters with words during reading, and to say, as Ur claimed, a list of vocabulary items could also recommends using visual mnemonics which be remembered better when they are consistently are produced by the learner rather than suggested by uncomplicated so as to be interrelated in terms of another person like the teacher. Cook (2017) warns meaning, sound, and emotions which they arouse 58 http://www.shanlaxjournals.com  Shanlax International Journal of Education when they are easy to pronounce and write, and also methods among 778 beginner level American when learners themselves formulate their specific learners of Spanish. Their results indeed showed keywords to support their own learning mechanisms. that the keyword method, which necessitates a more In addition, Ur suggested that the target vocabulary profound level of processing, produced the best items are acquired more comfortably during the first retention points. Rote memorisation was also found stage of a lesson when learners are more attentive. to be a very effective method for word retention. Thus, the number of lexical items to present at one Nonetheless, the semantic mapping method was time, like in a lesson, should be determined wisely; not as effective as the other two methods for these the ideal number could be ten for the intermediate beginner-level learners. Seemingly, their hypothesis level but a smaller number for the younger learner was partially corroborated by their obtained research groups. findings. That is, the beginner-level learners retained The keyword technique has been a fruitful branch meanings of the vocabulary items at a lower degree of research throughout the history of language with semantic mapping than with rote memorisation. learning and teaching. From earlier times, McDaniel For upcoming research studies, the researchers and Pressley (1984) compared the effectiveness suggested a replication of the design with more of learning low-frequency vocabulary by using proficient learner groups. The present study aimed to guessing from meaningful context and keyword represent an unpretentious attempt to test the findings methods. Because of the superiority of the keyword from Sagarra and Alba’s (2006) investigation. method with lower-level verbal ability college Aiming to discover the importance assigned students, the researchers postulated that the method to vocabulary learning strategies, the use of these could be limited to low-level or average students strategies, and the experiences of EFL learners with and that the impact of the keyword method for various strategies nowadays, Yolcu and Mirioglu students with high verbal skills would be at minimal (2020) collected quantitative and qualitative data percentages. Another study by McDaniel and Tillman from 398 Turkish eighth graders. Their instruments (1987) compared the effectiveness of the keyword were a questionnaire with a 5-point Likert scale and semantic context and focused on differences conducted to all the participants and a focus group between the efficiency of contextual vocabulary interview conducted with 45 volunteers, both of learning, keyword learning, and no-strategy learning which were fulfilled in the native language of the conditions. The results showed a higher level of learners. The results pointed out that they highly definition recall in the keyword method condition valued the use of vocabulary learning strategies, compared to the context method. The findings of the that they knew several kinds of them, but that they study about the no-control group were at odds with were most commonly accustomed to repetition in the present results of the same researcher; however, different forms, such as oral, written, using word no clear explanation for this issue was provided. lists or flashcards. Surprisingly, the participants also One truly remarkable study that the present study mentioned that they were aware of connecting the has partly attempted to replicate in some aspects meaning of a target word to an L1 similar-sounding with a few modifications is Sagarra and Alba’s word or the name of a familiar place called as“the (2006) experimental design. The researchers had encoding word technique” and the “Loci Method” (p. hypothesised that learners’ building relations around 40), respectively. Furthermore, the findings showed both form and meaning of target words, which refers that the learners utilised from memory strategies far to the keyword method, would be more effective more than social strategies, such as asking the teacher than the latter per se, called semantic mapping, for a translation or practising with peers outside the which in turn would lead to higher gains than the class. They concluded that despite their awareness vocabulary learning method which entails relatively of different strategies, the learners stated that they less cognitive load, rote learning. They thus explored preferred to opt out of employing others requiring the effectiveness of rote memorisation, semantic deeper cognitive processing than basic memory aids. mapping and the keyword vocabulary learning http://www.shanlaxjournals.com 59  Shanlax International Journal of Education Although the keyword method is argued to be of learning strategies. Nevertheless, it is intriguing an effective method for second language learning that the participants’ proficiency levels according in real contexts, a vast majority of research studies to the vocabulary test scores were not found as in the past had been carried out with native English connected to their use of strategies. The researchers speaker college students at US institutions enrolled suggested providing language learners with training in psychology courses (McDaniel & Presley, 1984; on vocabulary learning and memory strategies and McDaniel & Tillman, 1987; Pressley et al., 1982). opportunities to employ them conveniently. The On the other hand, various studies are currently being final intriguing result from this study paves the way conducted with foreign language learners. In a very for pursuing new research data on the usefulness of unusual quasi-experimental study with 80 Kazakh some predominant vocabulary learning strategies. undergraduates, Kayaaltı (2018) tried to understand Many other studies were also conducted to see whether the two conducts, namely the rote learning the effectiveness of the keyword method in different technique and the mnemonic technique involving instructional settings. For instance, Noprianto and keywords and visuals, produce more gains in the Purnawarman (2019) attempted to explore the course of vocabulary teaching in the short term and vocabulary learning strategies of 116 participants the long-term retentions of 20 previously-unknown who were first graders in an Indonesian senior high vocabulary items. The pre-intermediate EFL learner school. The purpose was to clarify the relation of participants were presented with English words from strategy use with the knowledge of English word high to low-frequency levels, together with their affixes. The data were collected via a renowned translations in Turkish, which was interestingly the questionnaire on strategy use and a word parts other foreign language of the learners they did not test. Remarkably, learners’ knowledge of affixes, have any difficulty communicating. The control the knowledge regarding form and meaning in group, who underwent rote learning mode, were particular, significantly correlated with their overall asked to memorise the words listed on a sheet in 60 use of vocabulary strategies in a positive way. The minutes in a very quiet faculty room. memory strategy, most excitingly, was included in In contrast,the experimental group received this correlation in spite of the fact that it was not training byinitially being motivated and hearing stated as a very frequently preferred practice among the words pronounced by the researcher, seeing these EFL students. The further study suggestions their Turkish translations and picture drawings on included employing a wider population sample a sheet, and creating the mental images presented at the same proficiency level to test the findings to them verbally. The findings indicated that the and to triangulate them using qualitative research latter group outperformed the first on the post-test instruments, aiming to uncover the learners’ results. The researcher mentioned the limitation of justifications behind selecting certain strategies for the study as providing the mental images himself vocabulary learning. Likewise, Motlagh and Rahidi rather than allowing the participants to use their (2015) compared the effectiveness of mnemonic own imagination. The present study agreed to let the strategies with non-mnemonic strategies of 40 participants make use of their own mental resources Iranian EFL learners in their experimental research for acquiring the unknown target words. study. They found the superiority of mnemonic Tılfarlıoğlu and Bozgeyik (2012) worked with strategies to facilitate learning the target words over 252 preparatory class university students at various- learning in a traditional way, such as synonyms and proficiency levels to examine their habits for strategy antonyms. The learners were asked to find their use and the connection between this use and their keywords themselves in advance and come to class proficiency levels. As the compiled data with a to reach a consensus for the best ones in group work. strategy questionnaire and a vocabulary test presented The reason why most of the vocabulary method after analyses, the students possessed the knowledge studies used concrete words is connected with the of various strategies, and their use of strategies abstractness and concreteness phenomena. A theory paralleled their associated beliefs on the usefulness named dual coding is assumed to explain the issues 60 http://www.shanlaxjournals.com  Shanlax International Journal of Education raised regarding cognitive load of words. As stated the English language teaching department of Bursa by Webb and Nation (2017), when learners can Uludag University Faculty of Education. These third- be helped to encode target vocabulary items both grade Turkish pre-service teachers were enrolled in verbally and nonverbally,they are more likely to learn a class titled Teaching Language Skills as a part of them than the words which are encoded verbally per their training program. The course introduced the se. Learners need to be provided with the guided methodology and practice of how to teach various practice for visualising related images in their minds language skills. As a part of the course curriculum, for establishing meaning connections, perhaps by the concept of teaching vocabulary methods was closing their eyes for this purpose and with enough mentioned throughout the semester. Being advanced- time for such imaging. The words selected for the level learners of English themselves and prospective present research have been purposefully selected teachers were familiar with the vocabulary methods as items which refer to people (e.g. carlin), animals for the present study. Participation was voluntary, (e.g. aardvark), places (e.g. barbican), objects (e.g. yet the teacher candidates were informed about the buskin), substances (e.g. antiar) and food or drink future benefits of exploring their own abilities in (e.g. ramekin). vocabulary learning. To summarise, the three different methods of rote memorisation, semantic mapping and the keyword Treatment method have yielded varying vocabulary gains The current study was carried out in three sessions for foreign language learners at different ages and which were allocated before the regular class hours. proficiency levels. In light of the reviewed literature, In the first session, the participants were given extra the present study aims to explore the effectiveness information about the study, and their questions were of the three above mentioned vocabulary learning answered. methods in a completely different context among During the first session, the participants were pre-service English language teachers to shed re-introduced to the techniques with the following light on the claims of the previous literature about examples: the methods and the learner levels. The findings from this investigation could facilitate autonomous learning of lexical items, which are building blocks of a language and prepare more fruitful vocabulary lessons in foreign language teaching. We, therefore, wish to explore the following: 1) Are there any short and long-term differences in Figure 1 Examples of the Application of the effectiveness of using rote learning, semantic Techniques mapping and keyword vocabulary methods by pre-service English language teachers? With the purpose of exploring the effectiveness of three vocabulary techniques, 24 English low- Methodology frequency words were chosen from the previous The following section presents the details on studies (Levin & Miller, 1982; McDaniel and Pressley, the context, participants, preparation and piloting 1984; McDaniel & Tillman, 1987; Pressley, Levin of the data collection instruments, data collection & Miller, 1982). (See Appendix 1 for a complete procedure and analysis. list of the words used in the study). To find out the frequency of the words used in this experiment, they Participants were entered into the online corpus analyser program The participants of the present study consisted of by Cobb (1999) named Vocab Profile. The Vocab 16 students, five males and 11 females (the initial Profile by Cobb (1999) gives information on how number of participants was 28; the reason for the many words a text contains from the perspective of decrease is explained in the methods section) from levels. The frequency list used for the analysis was http://www.shanlaxjournals.com 61  Shanlax International Journal of Education labelled as the experimental British National Corpus pronunciation. (See McDaniel & Presley, 1984; (BNC) 20000-word level list. It involves the most McDaniel &Tillman, 1987; van Hell& Mann, 1997). frequent 20000-word families in the experimental Since the researchers were non-native speakers, we BNC. The words for this experiment have been did not want to distort the input, so the pronunciation entered into the program, and the words were placed for the low-frequency words were recorded from into the 20 different thousand-word level lists. The Merriam-Webster’s online internet dictionary of software showed the words that were not included in English. Later, these sounds were duplicated and any of the frequency lists by labelling them as off-list sequenced with the help of a commercially free sound words. editing program called Audacity. The resulting sound The results showed that the experimental words file was ten seconds long with four repetitions of the were very infrequent words. For example, cordite, target words. As mentioned above, the embedded the most frequent word compared to the other words sound file started playing two and a half seconds in the study, was found to be in the BNC 15,000 list. after the target word appeared on the screen, and on The results showed that the words aardvark, barbican, the fifth second of the slide, the Turkish translation cowrie, mahout, ramekin and verbena were placed appeared on the right side of the screen. Each slide in the BNC 18,000 level, poteen in the 19000 level lasted precisely one minute. The students were and buskin, empennage and gerenuk in the 20000- allowed to acquire the words in one minute because word level. It was interesting to see the remaining allowing adequate time would be necessary for 13 words out of 24 that were antiar, bracero, bullace, establishing stronger links in memory (Fritz, Morris, carlin, casern, dogger, dottle, fumitory, hamate, Acton, Voelkel & Etkind, 2007). A low beep sound jabiru, jarvey, manchet, and piggin were not in any was heard two seconds before the slides changed to of the experimental BNC lists and were regarded as alert the participants. The participants listened to and off-list words. saw the target words and the translations and studied To see whether the prospective teachers were the words in the order of the method prescribed to familiar with these low-frequency words and an them with the booklets. alphabetical list of the 24 words was given, the When the participants entered the room, they participants were required to supply translations of were randomly seated in one of the three rows of these words into Turkish. The sheets were returned desks in the multimedia class; it was assured that blank, as none of the participating students knew each participant was sitting alone at a single desk. the meaning of any of the target words. At the end Each of the three rows created three experimental of the first session, the participants were invited to groups. For the purpose of using three different join the second phase two weeks later in an allocated methods, colour codes were also assigned to each multimedia classroom with a projector and speaker technique. The colour blue was chosen to represent system. During this interval, the researcher prepared the semantic mapping technique, yellow for the rote Power Point slides for the 24 words. In order to memorisation, and the colour green was assigned to comply with the three experimental design settings, the keyword method. Sheets with these colours were 24 words were randomly divided into three groups, stuck on the board, each one bearing the name of the each with eight words in total. method assigned to that particular colour to remind The slides were prepared in the following way: the participants of the method categories. For setting a) First, the target words to be learnt appeared the order of the experimental method, booklets with on the left side of the slide with a large font size; ten pages were prepared. The order of methods and b) two and a half seconds later, a sound file embedded the number of words to be learned can be seen in in the slide started to play the pronunciation of the Table1. words. c) on the fifth second of the slide, the Turkish translation appeared on the right side of the screen. As it might be recalled, most of the studies in the literature supplied the learners with native-speaker 62 http://www.shanlaxjournals.com  Shanlax International Journal of Education Table 1 Order of Experimental Design remaining sixteen words were practised, and the two immediate post-tests were taken. The booklets were collected back, and the second session had ended. A sample booklet from a participant can be observed in Appendix 2. The booklets were later examined to ensure the participants used the assigned method for practice. It was found that although instructed not to The first page of the booklet in white colour use any other methods than the prescribed one, nine was reserved for the names of the participants. The participants used different techniques, so their data remaining nine pages consisted of three different were excluded from the study. colours, three for each. For example, for the first During the third phase of the study, which group of students, the second, third, and fourth pages was seven weeks after the immediate post-test, 16 of the booklet were yellow to remind them to use the students were again invited to the same multimedia Rote memorisation technique. On every third page class. The reason for the decrease in the number of of the colour groups, the eight target words were participants was due to their absence and not using printed in a different order from the presentation of the assigned method for vocabulary learning. The the slides. Students were warned not to look at the participants were given three separate sheets with printed target words during the practice phase and eight words each. The word order was different from before being told. One other faculty member kindly the previous tests to inhibit the order memorisation helped the researcher with this invigilation duty. effect. The students were shown the same pictures Right after the first eight words were introduced by in the immediate post-test and asked to match the the slides and practised with the given method, the numbers with the words. There were two distracters students were told to open the fourth page in their on each slide. The order of images was also changed. booklets and match the words on the pages with The participants finished the delayed post-test in 10 the pictures that appeared on the projector screen minutes. by writing the number under the picture next to the correct word. Results and Discussion Just like Sagarra and Alba’s (2006) study, To analyse the data gathered from the three there were ten pictures on the screen, eight of experiments and post-tests;we used SPSS 28 which clearly represented the target words and two program. First, we will show the descriptive results distracters. The participants were given 5 minutes to from the tests Table 2 displays the mean scores and complete the first immediate post-test. After the first standard deviations from three treatments. test, the study continued in the same manner until the Table 2 Means and Standard Deviations for Immediate and Delayed Post-Tests Immediate Post-test Delayed Post-test Treatments K N M SD M SD Rote Memorisation 8 16 7,31 1,30 2,94 1,73 Keyword Method 8 16 7,69 1,01 3,75 1,65 Semantic Mapping 8 16 6,44 1,75 2,81 1,55 The highest mean score of 7,69 was gained with findings of the current study. The immediate post- the keyword technique in the immediate post-test. The test results from the data showed that the highest claim that “Students applying the keyword method grades were obtained from the keyword method, the typically outperform no-strategy or other strategy medium from rote learning and the lowest from the controls by a wide margin on tests administered semantic mapping. the following learning immediately” by Carney and Due to the small number of participants and non- Levin (1998, p.276) can roughly be supported by the normally distributed data, we decided to use non- http://www.shanlaxjournals.com 63  Shanlax International Journal of Education parametric tests for further analysis. The analysis by signed rank tests to follow up on this finding. Table the Friedman test revealed a statistically significant 3 provides the first comparison of rote learning and difference between the immediate post-test scores semantic mapping techniques in the immediate post- from the three different learning conditionsc2(2, tests. N=16) = 5.813, p = 0.05. We conducted Wilcoxon Table 3 A Wilcoxon Signed-Ranks Test on Rote and Semantic Immediate Post Tests Rote-Semantic Immediate Post Tests N Mean Ranks Sum of Ranks Z P Negative Ranks 7 5.21 36.50 -1.672 0.095 Positive Ranks 2 4.25 8.50 Ties 7 Based on negative ranks A Wilcoxon Signed-Ranks Test did not indicate of word retention while using these two techniques. any statistical differences between the rote learning Table 4 shows the second comparison of keyword and semantic mapping immediate post-test scores learning and semantic mapping techniques in the z=-1.672, p >0.05. The participants had similar levels immediate post-tests. Table 4 A Wilcoxon Signed-Ranks Test on Keyword and Semantic Immediate Post Tests Keyword-Semantic Immediate Post Tests N Mean Ranks Sum of Ranks Z P Negative Ranks 7 5 35 -2.413 0.016 Positive Ranks 1 1 1 Ties 8 Based on negative ranks When the score differences between the keyword a significantly higher number of words using the method and semantic mapping immediate post- keyword technique than the semantic mapping tests were analysed, a Wilcoxon Signed-Ranks Test technique. Table 5 shows a comparison of keyword indicated statistically significant differences z=- and rote learning technique scores on the immediate 2.413, p< 0.01. The pre-service teachers recalled post-test. Table 5 A Wilcoxon Signed-Ranks Test on Keyword and Rote Immediate Post Tests Keyword-Rote Immediate Post Tests N Mean Ranks Sum of Ranks z p Negative Ranks 3 3.83 11.50 -1.084 0.279 Positive Ranks 2 1.75 3.50 Ties 11 Based on negative ranks A Wilcoxon Signed-Ranks Test did not indicate Thus, no follow-up tests were conducted. any statistical differences between the keyword Since it was observed there were no significant method and the rote learning immediate post-test differences between the delayed post-test scores; we scores z=-1.084, p >0.05. Both methods facilitated decided to explore further whether there were any similar levels of success. significant changes in the immediate and delayed To further explore our data, we intended to check post test scores from three vocabulary methods. the delayed post-test results as well. The comparison We applied Wilcoxon Signed-Ranks Tests to check of scores from the three delayed post-tests by the these cases. Table 6 shows a comparison of keyword Friedman test revealed that the scores were not method scores in the immediate and delayed post- significantly different c2(2, N=16) = 2.172, p >0.05. tests. 64 http://www.shanlaxjournals.com  Shanlax International Journal of Education Table 6 A Wilcoxon Signed-Ranks Test on Keyword Immediate and Delayed Post Tests Keyword Immediate- Delayed Post Tests N Mean Ranks Sum of Ranks Z P Negative Ranks 16 8.50 136 -3.526 0.001 Positive Ranks 0 0 0 Ties 0 Based on negative ranks A Wilcoxon Signed-Ranks Test indicated that the the immediate and delayed post-test scores in the keyword delayed post-test scores were statistically keyword treatment. At the end of the seven-week significantly lower than keyword immediate post- interval, the pre-service teachers still successfully test scores z=-3.526, p < 0.001. Although the retained half of the eight vocabulary items. Table 7 results indicate a sharp decrease of scores still the shows a comparison of role learning method scores teacher candidates obtained the highest scores for in the immediate and delayed post-tests. Table 7 A Wilcoxon Signed-Ranks Test on Rote Immediate and Delayed Post Tests Rote Immediate- Delayed Post Tests N Mean Ranks Sum of Ranks Z p Negative Ranks 14 8.50 119 -3.363 0.001 Positive Ranks 1 1 1 Ties 1 Based on negative ranks A Wilcoxon Signed-Ranks Test indicated that rate for the immediate post-test was really high, the rote memorisation delayed post-test scores yet the participants could only remember the half were statistically significantly lower than rote of the words after seven weeks. Table 8 shows a memorisation immediate post-test scores z=- comparison of semantic mapping technique scores in 3.363, p< 0.001. These results show that recall the immediate and delayed post-tests. Table 8 A Wilcoxon Signed-Ranks Test on Semantic Immediate and Delayed Post Tests Semantic Immediate- Delayed Post Tests N Mean Ranks Sum of Ranks Z P Negative Ranks 14 7.50 105 -3.307 0.001 Positive Ranks 0 0 0 Ties 2 Based on negative ranks A Wilcoxon Signed-Ranks Test indicated that the highest. Even though the semantic mapping the Semantic Mapping delayed post-test scores technique was effective, it yielded the lowest scores were statistically significantly lower than Semantic of all in both post-tests. Nevertheless, the findings Mapping immediate post-test scores z=-3.307, p < of the study should be approached with precaution 0.001. The results point that pre-service teachers’ regarding the very small size of participants. The level of retention decreased through the course of present research refuted van Hell and Mahn’s (1997) seven weeks at a higher rate than rote learning and argument that advanced-level language learners will almost to a level of 25% of the words learnt through not benefit from keyword methods and, contrarily, semantic mapping technique. should avoid using them. The findings of the study also supported the results provided by Sagarra and Conclusion Alba’s (2006) experimental design that even the The results of the present study have indicated that order of successful methods was identical. the keyword method and rote memorisation methods Even though many criticisms have been directed have served for higher success points in immediate at the keyword method, the scientific proof of its and delayed post-tests, the former providing success makes its use inevitable. “Unless any notable http://www.shanlaxjournals.com 65  Shanlax International Journal of Education adverse effects associated with the keyword method McDaniel, Mark A., and Michael Pressley. “Putting can be empirically documented, it will continue to the Keyword Method in Context.” Journal of be a vocabulary-learning strategy that cannot be Educational Psychology, vol. 76, no. 4, 1984, easily dismissed” (Pressley, Levin & Miller 1981, pp. 598-609. p.225). Its benefits should be investigated, and McDaniel, Mark A., and Vincent P. Tillman. confounding factors for criticisms should be taken “Discovering a Meaning versus Applying into consideration. It should be very well kept in the Keyword Method: Effects on Recall.” mind that no one technique might work well in Contemporary Education Psychology, every context. Given the complexities of learning a vol. 12, no. 2, 1987, pp. 156-75. language which is unique in every aspect, it should Motlagh, Fatemeh Ahmadniay, and Naser Rashidi. be approached with a multifaceted design. “A Comparison between the Effectiveness of The closure on this issue can be stated as follows: Mnemonic versus Non-mnemonic Strategies “Although mnemonic strategies may not be for in Foreign Language Learning Context.” all students all of the time, the research evidence International Journal of Language and overwhelmingly suggests that they are for many Applied Linguistics, vol. 1, no. 1, 2015, students some of the time (Levin, 1993, p.242).The pp. 19-26. present study is planned to serve as a pilot study for Noprianto, Eko, and Pupung Purnawarman. “EFL larger scale research that will be carried out in three Students’ Vocabulary Learning Strategies different institutions with a larger population and not and their Affixes Knowledge.” Journal of only limited to English pre-service teachers but also Language and Linguistics Studies, vol. 15, no. will include German and French language teaching 1, 2019, pp. 262-75. departments to further elaborate the effectiveness of Pressley, Michael, et al. “How does the Keyword vocabulary learning methods and techniques. 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Language Teaching Methods, vol. 8, no. 5, Van Hell, Janet G., and Andrea Candia Mahn. 2018, pp. 388-400. “Keyword Mnemonics Versus Rote Rehearsal: Levin, Joel R. “Mnemonic Strategies and Classroom Learning Concrete and Abstract Foreign Learning: A Twenty-Year Report Card.” The Words by Experienced and Inexperienced Elementary School Journal, vol. 94, no. 2, Learners.” Language Learning, vol. 47, no. 3, 1993, pp. 235-44. 1997, pp. 507-46. 66 http://www.shanlaxjournals.com  Shanlax International Journal of Education Yolcu, Melek, and Meryem Mirioglu. “Investigating Turkish EFL Learners.” Asian Journal of the Importance Level and Utilization of University Education, vol. 16, no. 1, 2020, Vocabulary Learning Strategies among pp. 32-45. Appendices Appendix 1: Words used in the study Experimental English Definition Turkish Definition used in the study Word 1 ANTIAR An arrow poison prepared from the sap of a certain tree. Ok zehiri A large burrowing nocturnal mammal that feeds 2 AARDVARK Karınca yiyen especially on termites and ants An outer defensive work; especially a tower at a gate 3 BARBICAN Gözetleme kulesi or bridge 4 BUSKIN A thick-soled laced boot or half-boot. Kısa çizme A Mexican labourer admitted legally into the U.S. for a 5 BRACERO Meksikalı Toprak İşçisi short period to do farm labour. 6 BULLACE The bluish-black, juicy plum borne by the damson tree. Çakal eriği 7 CARLIN A woman, especially an old woman. Yaşlı Kadın 8 CASERN A military barracks. Asker barınağı A polished, coloured seashell used in some places as 9 COWRY Deniz kabuğu money. A smokeless explosive powder which is drawn into 10 CORDITE Dumansız barut strands. A broad-bowed two-masted fishing boat used esp. by 11 DOGGER Balıkçı teknesi the Dutch in the North Sea. A plug of half-burnt tobacco in the bottom of a pipe 12 DOTTLE Pipo tütün artığı after smoking. 13 EMPENNAGE The rear parts (tail) of an aeroplane. Uçağın kuyruk kısmı Any of a genus (the fumitory family) of erect or 14 FUMITORY Şahtere otu climbing herbs. 15 GERENUK A large-eyed antelope with a long neck and limbs Antilop türü 16 HAMMATE A wedge-shaped bone in the wrist. El kemiği 17 MAHOUT a keeper and driver of an elephant. Fil binicisi 18 JABIRU A large stork, of the warmer regions of America. Leylek türü 19 JARVEY The driver of a hackney coach or jaunting car in Ireland. At arabası sürücüsü 20 MANCHET A kind of white bread made from the finest of flour. Küçük beyaz ekmek. A small wooden bucket, with the handle sticking above 21 PIGGIN Tahta Maşrapa the rim on one side. 22 POTEEN An illicitly distilled whiskey in Ireland. İrlanda viskisi A preparation of cheese especially with bread crumbs or 23 RAMEKIN Peynirli börek türü eggs baked in a mold or shell. Any of various plants of the genus Verbena, cultivated 24 VERBENA Mineçiçeği for their showy flower clusters. http://www.shanlaxjournals.com 67  Shanlax International Journal of Education Appendix 2: A sample study booklet Author Details Umut M. Salihoğlu, Bursa Uludağ University, Turkey, Email ID: [email protected] Işıl Yalçın, Eskişehir Osmanğazi University, Turkey, Email ID: [email protected] 68 http://www.shanlaxjournals.com