Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-25T00:23:53.710Z Has data issue: false hasContentIssue false

Chapter 10 - Mnemonic methods in foreign language vocabulary learning: Theoretical considerations and pedagogical implications

Published online by Cambridge University Press:  05 October 2012

Jan Hulstijn
Affiliation:
Vrije Universiteit, Amsterdam
James Coady
Affiliation:
Ohio University
Thomas Huckin
Affiliation:
University of Utah
Get access

Summary

Introduction

I would like to begin this chapter with a personal experience, one that will probably be recognized by many readers as familiar. English is a foreign language for me. (Throughout this chapter, I will use the abbreviation L2 both for second and for foreign language.) I consider myself an advanced learner of that language. I receive great amounts of input in written form (professional literature) and oral form (radio, TV), but almost every day I read or hear some unfamiliar words. When I deem a new word important, I first make an attempt to infer its meaning from the context, I then look it up in my dictionary in order to check my inference, and finally I write the word down in a notebook, together with its context. Yet, I tend to forget the meaning of most of the words thus processed soon afterward. The next time I come across one of them, I remember having seen it and looked it up, I sometimes remember the context in which it originally appeared, but I cannot retrieve its meaning. I feel very annoyed, consult my dictionary once again, but take no further measures in order to better anchor the word in memory.

Why is it that I couldn't remember the word's meaning the second time? What was wrong with my infer + look up + write down strategy? The most likely answer to these questions is that I might have done enough for immediate comprehension but not enough for retention over time. More precisely, I had not done enough to firmly link the word's form with its meaning.

Type
Chapter
Information
Second Language Vocabulary Acquisition
A Rationale for Pedagogy
, pp. 203 - 224
Publisher: Cambridge University Press
Print publication year: 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×