Mnemotechnics in Second-Language Learning

  title={Mnemotechnics in Second-Language Learning},
  author={Pablo Pirnay-Dummer and Dirk Ifenthaler and Edward Swing and Craig A. Anderson and David Tzuriel and Norman M. Weinberger and David C. Riccio and Patrick K. Cullen and Jessica Tallet and Megan L. Hoffman and David A. Washburn and Iv{\'a}n Izquierdo and Jorge H. Medina and Mart{\'i}n Cammarota and Andrey I. Podolskiy and Joke Torbeyns and John H. Kranzler and Paul A. Kirschner and Femke Kirschner and Kenn Apel and Julie A. Wolter and Julie J. Masterson and Jungmi Lee and Stefan N. Groesser and Sabine Al-Diban and Philip Barker and Paul van Schaik and Ilaria Cutica and Monica Bucciarelli and Kai Pata and Anna Strasser and Aymeric Guillot and Nady El Hoyek and Christian Collet and Maria Opfermann and Roger Azevedo and Detlev Leutner and Thomas C. Toppino and Alice Y. Kolb and David A. Kolb and Pavel B. Brazdil and Ricardo Vilalta and Carlos Soares and Christophe G. Giraud-Carrier and Jeffrey W. Bloom and Tyler Volk and Marwan Adeeb Dwairy and Richard A. Swanson and Johanna P{\"o}ys{\"a}-Tarhonen and Koen Luwel and Theo Hug and Ang{\'e}lique Martin and Nicolas Gu{\'e}guen and Craig Hassed and Fabio Alivernini and Michael Herczeg and Margo Mastropieri and Thomas E. Scruggs and Angelika Rieder-B{\"u}nemann and Sergio Luis Castillo and Gerardo Ayala and Renae Low and Robert Babu{\vs}ka and Barbara C. Buckley and Henry Markovits and Sungho Kim and In So Kweon and Mike Spector and Andrea S Towse and Charlie N Lewis and Brian Francis and David N. Rapp and Pratim Sengupta and Sidney K. D’Mello and Serge Brand and Jean-Luc Patry and Cees Klaassen and Sieglinde Weyringer and Alfred Weinberger and Marilla D. Svinicki and Jane S. Vogler and Andrew J. Martin and John M. Keller and Chanmin Kim and Gabriele Wulf and Lynne E. Parker and Michael Wunder and Michael L. Littman and Lisa J. Lehmberg and C. Victor Fung and Hannele Marjatta Niemi and Steven Alan Reiss and Piet Desmet and Frederik Cornillie and Helmut M. Niegemann and Steffi Heidig and Dominic W. Massaro and Charles Fadel and Cheryl Lemke and Roland H. Grabner and Michael D. Basil and Daniel R. Little and Stephan Lewandowsky and Parmjit Singh and Zhengxu Liu and Marcelo H. Ang and Winston K. G. Seah and Jack F. Heller and Clint Randles and Kenneth S. Aigen and Michael Jackson and Janusz Wojtusiak and Dayne Freitag and Eugene Subbotsky and Hans Morten Nordahl and Jens C. Thimm and John G. Burgoyne and Roberto Poli and Thomas R. Guskey and Michael Davison and John F. Magnotti and Adam M. Goodman and Jeffrey S. Katz and Lieven Verschaffel and Wim van Dooren and Bert De Smedt and Sean A. Fulop and Melva R. Grant and Leonid I. Perlovsky and Bert De Smedt and Pol Ghesqui{\`e}re and Dariusz Plewczyński and Leily Ziglari and Parviz Birjandi and Scott I. Rick and Roberto Weber and Norbert M. Seel and Maike Luhmann and Michael Eid and Alessandro Antonietti and Barbara Colombo and Hamish Coates and Alex Radloff},
For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the primary grades (Atkinson, 1974) and another for teaching computer science at the college level (Atkinson, in press). The goal has been to use psychological theory to devise optimal instructional procedures—procedures that make moment-by-moment decisions based on the student's unique response… 

Introducing Mnemonics to Japanese Students as a Vocabulary Learning Strategy

  • Stephen Paton
  • Education, Linguistics
    Vocabulary Learning and Instruction
  • 2020
Mnemonic strategies are not often utilised by Japanese students to learn and consolidate vocabulary, despite research showing that they are particularly effective. As part of an informal action

The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they

The Magic of Mnemonics for Vocabulary Learning of a Second Language

This short article introduces keyword method that is a fun method of learning vocabulary through mnemonics, which makes the retrieval process easier by bridging the meaning of words with related pictures mentally or physically.

Instruction for Students with Learning Disabilities

Reading comprehension, which refers to "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (Shanahan et al., 2010, p. 5) has

A Critical Analysis of the Vocabulary in L2 Spanish Textbooks

This study researches the treatment given to L2 vocabulary in Spanish language textbooks. To that end, 12 textbooks (together with the teacher�s editions) at three proficiency levels were analyzed.

Mnemonics, testing, and creativity : creative thinking and effectiveness of learning method

Much research has been done on various techniques for increasing learning, and both testing and mnemonics such as the keyword method have been proven effective. We addressed whether people high and

Language Learning and Metacognition: An Intervention to Improve Language Classrooms

In the USA, the trend of increase in foreign language enrollments at the college level has suddenly begun to decline since 2009, despite the notion that learning multiple languages is becoming

Mental Elaboration Assist Foreign-Language Vocabulary Acquisition: Interactive Picture With Keywords

  • ZhuYing
  • Linguistics, Education
  • 2014
Keyword mnemotechnics through the presentation of interactive images is getting more and more attention in the area of vocabulary acquisition in recent 40 years. Many researches have been done in

Resumen práctico de mnemotécnicas para el aprendizaje de palabras de lenguas extranjeras

Mnemonic techniques; in particular; the keyword (or mediation) technique; have proved to be efficient means for the learning of foreign language words. Their application in foreign language teaching;


The present paper examines the effectiveness of strategy instructional program elaborated for 120 intermediate students with different previous learning backgrounds attending language center in Saint



Mnemotechnics in Second Language Learning.

For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the

Teaching Children to Read Using a Computer.

There are examples in which psychology provides powerful tools for devising optimal procedures, particularly when instruction can be brought under computer control, and there is a clear link between this work and basic research on memory and cognition.

An Approach to the Psychology of Instruction.

Atkinson, F. C.; Paulson, J. A. An Approach to the Psychology of Instruction. Stanford Univ., Calif. Inst. for Mathematical Studies in Social Science. TR-1E7 14 Aug 7C 3Ep. EDRS Price MF-$0.25

Ingredients for a theory of instruction.

The factors that need to be examined in deriving optimal instructional strategies are considered, and this analysis is used to identify the key elements of a theory of instruction.

The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning

  • A. Cohen
  • Linguistics
    Studies in Second Language Acquisition
  • 1987
This paper provides a critical look at the use of mnemonic associations in vocabulary learning. The paper begins with a definition of mnemonic devices—that is, techniques for converting material to

An Application of the Mnemonic Keyword Method to the Acquisition of a Russian Vocabulary. Psychology and Education Series, Technical Report No. 237.

Abstract : An experiment is reported evaluating the effectiveness of a mnemonic procedure, called the keyword method, for learning a foreign language vocabulary. The method divides the study of a

Human Associative Memory