Keyword approach : a better vocabulary learning strategy for Hong Kong students?

Abstract

The objective of this study is to examine the effectiveness of the Keyword Mnemonics(KWM) in comparison with the rote learning approach using L1 translation to acquire English vocabulary for Secondary 1students in a Hong Kong EMI secondary school and compare their perceptions and attitudes towards the two vocabulary learning strategies(VLS)in hopes of shedding lights on ways to facilitate vocabulary learning of students of similar backgrounds. A diachronic study was conducted (1) to investigate any difference in students’ performance in learning two sets of English vocabulary adopting KWM and the L1 rote learning approach, and (2) to look into the participants’ attitude on and preference for applying the VLS in their daily studies. The results show that KWM has no significant edge over rote learning in vocabulary acquisition and only slight advantage in vocabulary retention. However, researcher-generated Keywords work moderately better in vocabulary acquisition and significantly better in vocabulary retention than learner-generated Keywords, making KWM using researcher-generated Keywords a more effective VLS than rote memorization using L1 translation particularly in vocabulary retention. Although the efficacy of KWM varies with participants’ learning styles and motivation, there is a strong inclination to rote learning strategy due to its simplicity and efficiency in aiding short-term vocabulary memorization. Results suggest the use of KWM in published vocabulary books to aid students’ vocabulary learning rather than as self-directed learning strategy and propose the early training in various VLS before learners establish their own set of hard-wired routine.