A Mixed-Methods Investigation of the Effectiveness and Perceptions of Learning English Collocations Using the Keyword...

Area of Science:

• Second Language Acquisition
• Educational Psychology

Background:

• Effective vocabulary acquisition is crucial for English as a Foreign Language (EFL) learners.
• Traditional methods like rote learning (RLM) may not ensure long-term retention of complex linguistic items such as collocations.
• The keyword method (KWM), a mnemonic strategy, has shown promise but requires further investigation in EFL contexts.

Purpose of the Study:

• To compare the effectiveness of the keyword method (KWM) versus rote learning (RLM) for learning English collocations.
• To explore EFL learners' perceptions of the KWM and RLM.
• To provide pedagogical recommendations for teaching English collocations.

Main Methods:

• A controlled experiment randomly assigned 30 EFL learners into KWM and RLM groups (n=15 each).
• Participants learned English collocations using their assigned strategy after receiving specific training.
• Collocation knowledge was assessed at three time points, supplemented by post-hoc interviews on strategy perceptions.

Main Results:

• The KWM group demonstrated superior long-term retention of productive collocation knowledge compared to the RLM group.
• Adjective-noun collocations were retained better than verb-noun collocations across both methods.
• Qualitative data indicated KWM was perceived as unfamiliar but effective, while RLM was seen as easy but prone to forgetting.

Conclusions:

• The KWM is a more effective vocabulary learning strategy (VLS) than RLM for long-term English collocation retention.
• EFL learners perceive KWM as effective, suggesting its potential for practical classroom application.
• Foreign language educators should advocate for and integrate the KWM into teaching practices to enhance collocation learning.