Introducing Mnemonics to Japanese Students as a Vocabulary Learning Strategy
Stephen Paton
Fukuoka University
doi: http://dx.doi.org/10.7820/vli.v09.1.paton
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Abstract
Mnemonic strategies are not often utilised by Japanese students to
learn and consolidate vocabulary, despite research showing that they
are particularly effective. As part of an informal action research process,
a structured lesson plan was devised that would introduce mnemonic
strategies indirectly, that is, not by applying them directly to
second-language vocabulary study from the outset, but instead as a
means of memorising simple word/number pairings in something of a
game. The strategy’s applicability to vocabulary study was shown only
after it had been witnessed and practised by the students. This lesson
was given in numerous classes from a variety of academic disciplines.
A survey of the students (n = 361) was later carried out to ascertain
whether despite its initially bypassing second-language concerns and
complications, the lesson had been effective in introducing mnemonics
as a vocabulary learning strategy that the students might choose to
utilise in an upcoming programme of vocabulary learning and testing.
Responses indicated that the lesson had been highly effective and that
students in similar contexts might benefit from being introduced to
mnemonics in such a way.

Citation
Paton S. (2020). Introducing mnemonics to Japanese students as a vocabulary learning strategy. Vocabulary Learning and Instruction, 9 (1), 80–93. https://doi.org/10.7820/vli.v09.1.paton