Investigating Vocabulary Teaching to Secondary School Students Through Mnemonic Technique
Abstract
The technique of mnemonics and its implementation helps in remembering the information, which is learnt by the students. Considering the significance of mnemonics, the current study investigated the role of mnemonic method of vocabulary teaching in improving ESL learner’s English vocabulary at Secondary level. Classroom action research design was chosen for the current study. Based on the convenient sampling technique, a sample of 38 students were selected form the population of the 9th grade students studying at secondary schools at District Mardan. The study followed Pretest-Posttest technique. This study was done in the two cycles to examine the role of keyword mnemonic method of vocabulary teaching in improving ESL learner’s English vocabulary at Secondary level. The data was analysed through statistical analysis techniques. The results of the Cycle1 shown that although the students passed the test as the mean marks of the pre-test were more that 50 percent i.e., 54.34 percent, but the target marks were 65.50 and thus the target marks in the post-test were not achieved, while in order to achieve more accurate results Cycle2 was conducted. While the student’s vocabulary in the pre-test of cycle2 was improved to mean score of 65.65 from mean score of 54.34 in cycle1. But when the students were guided through key method mnemonic technique of vocabulary teaching and them the post-test of cycle2 was conducted, then the results shown that the vocabulary of the students was significantly improved as seen in the One Sample t-test. Thus, the result of the analysis shown that keyword mnemonic technique of vocabulary teaching has significant role in improving the English vocabulary of ESL learners studying at secondary schools.
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