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• W1925256557 abstract "This study investigated the differences between the improvement of Iranian EFL male and female learners in terms of learning vocabulary through keyword method (Linguistic Mnemonics). Totally, 38 male and 39 female university students taking Freshman English courses in one of Iran universities participated in this study. These intermediate-level EFL male and female learners (in four groups, two experimental and two control groups), were selected using Oxford Placement Test (Allan, 2004). The length of the instructional program was 3 sessions for all experimental and control groups. A quantitative analysis of vocabulary pretest, vocabulary immediate posttest and vocabulary delayed posttest was conducted. The statistic results showed that first, females achieved higher percentage scores than males in vocabulary immediate posttest. Second, in the delayed posttest, females achieved significantly higher scores of retention than males. Third, a within-group comparison showed that females achieved significantly higher scores of both vocabulary immediate posttest and retention. Analysis of the attitudinal questionnaire carried out in this study, demonstrated that the majority of the participants had particularly positive attitudes towards the application of the keyword as a vocabulary learning method and especially it was discovered that most of the L2 learners could take charge of their own learning and performed as autonomous vocabulary learners. Also, students’ motivation to use the method was aroused and most of them volunteered to find suitable association for vocabulary items. Finally, instructional recommendations were presented to enhance L2 vocabulary instruction through the keyword method. Key words: Mnemonic; Linguistic Mnemonics (Keyword Method); Strategy; vocabulary learning; Autonomy Resume Cette etude examine les differences entre l'amelioration des apprenants EFL iranienne hommes et femmes en termes d'apprentissage du vocabulaire a travers la methode cle (mnemoniques linguistique). Totalement, 38 hommes et 39 etudiantes universitaires qui suivent des cours en anglais Freshman dans une des universites en Iran ont participe a cette etude. Ces apprenants de niveau intermediaire EFL mâles et femelles (en quatre groupes, deux experimentaux et deux groupes de controle), ont ete selectionnes a l'aide de test de placement Oxford (Allan, 2004). La longueur du programme d'enseignement a ete de 3 seances pour tous les groupes experimentaux et de controle. Une analyse quantitative de pretest de vocabulaire, le vocabulaire post-test immediat et post-test retarde le vocabulaire a ete menee. Les resultats statistiques montrent que, premierement, les femmes ont obtenu un score de pourcentage de plus que les hommes dans le vocabulaire post-test immediat. Deuxiemement, dans le post-test differe, les femmes ont obtenu un score significativement plus eleve de retention que les mâles. Troisiemement, une comparaison intra-groupe ont montre que les femelles ont obtenu un score significativement plus eleve de post-test du vocabulaire a la fois immediate et de retention. L'analyse du questionnaire d'attitudes realisees dans cette etude, a demontre que la majorite des participants avaient une attitude particulierement positive vers l'application du mot-cle comme une methode d'apprentissage du vocabulaire et surtout on a decouvert que la plupart des apprenants de L2 pourrait prendre en charge leur propre d'apprentissage et se produit comme les apprenants autonomes du vocabulaire. En outre, la motivation des eleves a utiliser la methode a ete suscite et la plupart sont portes volontaires pour trouver l'association approprie pour des elements de vocabulaire. Enfin, les recommandations pedagogiques ont ete presentees pour ameliorer l'enseignement du vocabulaire L2 par la methode des mots cles. Mots cles: Mnemonique; Mnemoniques linguistique (methode des mots-cles); Strategie; l'Apprentissage du vocabulaire; l'Autonomie" @default.
• W1925256557 created "2016-06-24" @default.
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• W1925256557 date "2011-10-26" @default.
• W1925256557 modified "2023-09-23" @default.
• W1925256557 title "Gender Differences in Vocabulary Instruction Using Keyword Method (Linguistic Mnemonics)" @default.
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• W1925256557 doi "https://doi.org/10.3968/j.css.1923669720110705.465" @default.
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