SavedAdd your journal

Journals / The Journal of Language Learning and Teaching / 2016 / Cilt: 6 - Sayı: 1

Mnemonics as a Cognitive-Linguistic Network of Meaningful Relationships

John Esposito
Pages
105–113
Publication Date
2016-07-14
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

After reviewing both the strengths and shortcomings of mnemonic devices as regards to language learning, an eclectic method is introduced that draws upon cognitive advances in human memory and best practices in applied linguistics with an eye toward its potential application in the study of a second language.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Mastering a foreign language is arguably one of the most challenging memory feats.
📊
Key Findings & Data:It clearly involves effective learning strategies if long-term proficiency is the goal.
💡
Conclusion & Impact:After reviewing both the strengths and shortcomings of mnemonic devices as regards to language learning, an eclectic method is introduced that draws upon cognitive advances in human memory and best practices in applied linguistics with an eye toward its potential application in the study of a second language.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:memory · mnemonics · second language acquisition

Abstract

Mastering a foreign language is arguably one of the most challenging memory feats. It clearly involves effective learning strategies if long-term proficiency is the goal. Outside of complete immersion in the language of study, whereby linguistic understanding is reinforced by recurrent practice, second-language acquisition depends on teaching materials that are both meaningful and memory enhancing. While mnemonic techniques have been derided for their dubious cognitive value, they find much theoretical support from the core findings of memory research concerning the importance of elaboration, association, and imagery, particularly at the time of encoding. After reviewing both the strengths and shortcomings of mnemonic devices as regards to language learning, an eclectic method is introduced that draws upon cognitive advances in human memory and best practices in applied linguistics with an eye toward its potential application in the study of a second language.

🔖

Cite This Article

Esposito, J. (2016). Mnemonics as a Cognitive-Linguistic Network of Meaningful Relationships. The Journal of Language Learning and Teaching, Cilt: 6 - Sayı: 1, 105–113. https://ajindex.com/articles/137685

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist 30 (8), 821-828.
  2. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory: Vol. 2 (pp. 89-195). New York: Academic Press.
  3. Baddeley, A. (2000). Short-term and working memory. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 77-92). Oxford: Oxford University Press.
  4. Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review 105 (1), 158-173.
  5. Bahrick, H. P. (1984). Semantic memory content in permastore: Fifty years of memory for Spanish learned in school. Journal of Experimental Psychology: General 113 (1), 1-29.
  6. Bahrick, H. P. (2000). Long-term maintenance of knowledge. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 347-362). Oxford: Oxford University Press.
  7. Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. London: Cambridge University Press.
  8. Beaton, A. A., Gruneberg, M. M., Hyde, C., Shufflebottom, A., & Sykes, R. N. (2005). Facilitation of receptive and productive foreign vocabulary learning using the keyword method: The role of image quality. Memory 13 (5), 458-471.
  9. Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. Review of Educational Research 51 (2), 247-275.
  10. Brown, S. C., & Craik, F. I. M. (2000). Encoding and retrieval of information. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 93-107). Oxford: Oxford University Press.
  11. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior 11, 671-684.
  12. Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behavior 12, 599-607.
  13. Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General 104 (3), 268-294.
  14. Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. (H. A. Ruger & C. E. Bussenius, Trans.). New York: Dover. (Original work published 1885) Ellis, N., & Beaton, A. (1993). Factors affecting the learning of foreign language vocabulary: Imagery keyword mediators and phonological short-term me