THE KEYWORD METHOD AND CHILDREN'S VOCABULARY LEARNING IN THE CLASSROOM

Abstract

S ummary . In an attempt to relate recent experimental findings of the effectiveness of the keyword technique in vocabulary learning more closely to actual classroom practice, an exploratory questionnaire suggested that many teachers probably do set vocabulary learning in spite of the objections to it from the currently popular audio‐visual courses. A pilot experiment showed that the keyword technique, adapted for a group setting, improved both the immediate and delayed recall of 11‐year‐olds, while textual analysis suggested that the method might be applied to a useful portion of the words which children actually have to learn. A second experiment suggested that poor and successful learners approach vocabulary learning rather differently when left to their own devices, and further experimental groups confirmed the value of the technique for children of various levels of ability.