The Keyword Method and Children's Vocabulary Learning in the Classroom
Bibliographic Data
| ID | 5266311 |
|---|---|
| Authors | Roger Merry (University of Leicester, corresponding author) |
| Year | 1980 |
| Volume | 50 |
| Issue | 2 |
| Pages | 123-136 |
| Publication date | 1980-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1980.tb02438.x |
| OpenAlex | W1997083017 |
| Language | EN |
| Citations received | 3 |
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
Cognitive psychology · Developmental psychology · Exploratory research · Incidental learning · Linguistics · Mathematics education · Recall · Set (abstract data type) · Social science · Value (mathematics) · Vocabulary · Vocabulary Learning · Child Development and Digital Technology · Computer Science · Education and Technology Integration · Psychology · Reading and Literacy Development
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 1996 - 2003 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |