A Comparative Inquiry into the Keyword Method and Collocation Instruction in the Iranian EFL Context

The present study examined the comparative effects of two vocabulary instruction methods namely the keyword method and the collocation method on English vocabulary learning and retention among Iranian EFL learners. Following a quasi-experimental design, fifty-six elementary EFL learners were selected ranged in age between ۱۳ and ۱۴ from two intact classes in a high school in Neyshabour, Iran. They were randomly assigned to either the keyword or collocation group. Each group completed immediate posttests after each instruction and a final delayed posttest two weeks after the final treatment. Independent samples t-tests were run on the collected data and the results revealed that after the treatment the keyword group significantly outperformed the collocation group in both their learning as well as their retention of the vocabulary items. These findings provided further empirical support for the effectiveness of mnemonic-based approaches such as the keyword method in enhancing vocabulary acquisition and recall among Iranian EFL learners.

کلیدواژه ها:

Collocation ، Keyword Method ، Mnemonic Devices ، Vocabulary Learning ، Vocabulary Retention ، Iranian EFL Learners