The DOI matches its Crossref record; 53 of the 53 references it cites were found in a registry or an index.
Factors Affecting the Learning of Foreign Language Vocabulary: Imagery Keyword Mediators and Phonological Short-Term Memory
Abstract
In order to investigate the cognitive processes involved in learning Foreign Language (FL) vocabulary, this study evaluates different methods of instruction. It demonstrates that keyword techniques are effective for receptive learning but that repetition is a superior strategy for learning to produce the foreign word. Performance is optimal when learners combine both strategies. The nature of the keyword is crucial--whereas imageable noun keywords promote learning, verb keywords actually impede it. A theoretical analysis of the roles of phonological short-term memory, imagery, and lexical factors in FL vocabulary learning is presented.
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“However, existing studies primarily focus on university students or adult learners, leaving a gap in understanding the impact of VLSs on high school students, particularly Grade 11 (Ellis and Beaton, 1993;Schmitt, 2000;Gebremedhin, 2018).”
From Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students (2024) · cites this paper as Ellis and Beaton, 1993
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Chapter 15. Directions for Future Research
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Chapter 5. Specificity in Type of Processing and Learning: The TOPRA Model
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Chapter 4. Contexts of Lexical Input Processing: L1/L2 and Incidental/Intentional
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.04ch4
Chapter 10. Effects of Increased and Spaced Exposure
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Chapter 8. Effects of Opportunities for Target Word Retrieval
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.08ch8
Chapter 3. Three Key Components of Learning a Word: Form, Meaning, Mapping
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Chapter 12. Effects of Input Enhancement
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Chapter 7. Effects of Output with and without Access to Meaning
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Chapter 2. Multiple Levels of Input Processing and Language Learning
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.02ch2
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Metadata
- Authors
- Ellis, N., & Beaton, A.
- Affiliations
- Bangor University (GB)
- Swansea University (GB)
- ORCID
- Ellis, Nick
- Venue
- The Quarterly Journal of Experimental Psychology Section A
- Publisher
- SAGE Publications
- Published
- 1993-08
- Volume
- 46
- Issue
- 3
- Pages
- 533-558
- ISSN
- 0272-4987 (ISSN-L)
- 1464-0740
- OpenAlex
- W1993003678
- Cited by
- 246
- References
- 52
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 6 · 2023: 10 · 2022: 2 · 2021: 8 · 2020: 7 · 2019: 8 · 2018: 15 · 2017: 12 · 2016: 8 · 2015: 33 · 2014: 10 · 2013: 10 · 2012: 17
- FWCI
- 6.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Quarterly Journal of Experimental Psychology Section A (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- foreign language vocabulary learning, keyword method, imagery, phonological memory, repetition, lexical factors
- MeSH terms
- Adolescent, Adult, Female, Humans, Imagination, Language, Male, Memory, Short-Term, Paired-Associate Learning, Phonetics, Practice, Psychological, Verbal Learning, Vocabulary
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