The concept of "memory," an integral component of the learning process, encompasses three main facets: working memory, episodic memory, and semantic memory. Working memory involves briefly holding information during cognitive tasks, while episodic memory pertains to recalling personal life events, and semantic memory relates to our general knowledge of worldly facts. In short, memory (and learning) entails three fundamental processes: encoding information by perceiving and linking it to existing knowledge, storing it over time, and subsequently retrieving it as needed. While encoding and storage are vital, effective learning pivots significantly on the capacity to retrieve information, emphasizing that the learning process is incomplete without proficient retrieval and recall abilities (McDermott & Roediger, 2018; Rajaram & Barber, 2008; Tulving, 1991). In this blog post, I will outline three mnemonic devices that you and your students can employ to facilitate the learning of vocabulary or other essential information.
What is a Mnemonic Device?
A mnemonic device in language learning refers to any memory technique or strategy employed by learners to enhance the retention and recall of lexical (vocabulary) items. These devices are designed to facilitate the deliberate association of the word to be learned with a previously acquired word or existing knowledge. By establishing connections between the unfamiliar word and familiar elements, learners aim to streamline the processing and retrieval of information, ultimately bolstering memory and aiding in the learning process. Mnemonic devices serve as cognitive tools that leverage existing knowledge structures to support the acquisition of new linguistic elements.
For vocabulary acquisition, three of the most common devices are:
The keyword method involves linking the L2 word to a keyword—a sound-alike native word (the acoustic link)—via a vivid image that incorporates both the foreign word and the native word (the imagery link).
Example: Let's assume your student wants to remember the Spanish word “hola.” The student might create a mental image of a person hollering (English keyword) “Hola” (L2 target word) to their friend.
Note: This device can be challenging to use with languages that do not have similar phonology. It may also be time-consuming to create mental images for every word. However, simply thinking of a keyword to match the target word may aid learning. A good keyword should have as much sound overlap with the L2 word as possible (e.g., hola / holler), easily lend itself to an image, and, if possible, have a semantic relationship with the word you want to learn.
The peg-word mnemonic uses mental imagery that requires the items the student wishes to remember to be 'pegged to' or associated with certain images in a prearranged order. The best-known of the peg systems is probably the rhyming peg method, in which numbers from one to ten are associated with rhymes (e.g., one-bun, two-shoe, three-tree), and then linked to the target vocabulary.
Example: Let's assume your student wants to remember three new words—"mischief," "abolish," and "sacred"—and that their corresponding peg-words are one-bun, two-shoe, and three-tree.
For the word mischief, the student might imagine a naughty boy trying to steal a fresh bun from the oven. He is up to mischief. (One-bun-mischief) For the word abolish, the student might imagine someone throwing their smelly shoes into the trash. The shoes are being abolished. (Two-shoe-abolish) For the word sacred, the student might imagine a sacred cow sitting in a tree. (Three-tree-sacred)
Note: The peg-word method is probably best suited to students with more advanced L2 language skills, as you need to be able to make connections using the L2. The peg-word system can be used with any peg-word, not just the common ones (e.g., instead of 1 – bun, 2 – shoe, three – tree, etc., you could use 1 – fun, 2 – crew, 3 – pea). Try to make your images as visual and vivid as possible. Remember that rhyme is a powerful heuristic—try to capitalize on it.
What is a Mnemonic Device?
A mnemonic device in language learning refers to any memory technique or strategy employed by learners to enhance the retention and recall of lexical (vocabulary) items. These devices are designed to facilitate the deliberate association of the word to be learned with a previously acquired word or existing knowledge. By establishing connections between the unfamiliar word and familiar elements, learners aim to streamline the processing and retrieval of information, ultimately bolstering memory and aiding in the learning process. Mnemonic devices serve as cognitive tools that leverage existing knowledge structures to support the acquisition of new linguistic elements.
For vocabulary acquisition, three of the most common devices are:
The keyword method involves linking the L2 word to a keyword—a sound-alike native word (the acoustic link)—via a vivid image that incorporates both the foreign word and the native word (the imagery link).
Example: Let's assume your student wants to remember the Spanish word “hola.” The student might create a mental image of a person hollering (English keyword) “Hola” (L2 target word) to their friend.
Note: This device can be challenging to use with languages that do not have similar phonology. It may also be time-consuming to create mental images for every word. However, simply thinking of a keyword to match the target word may aid learning. A good keyword should have as much sound overlap with the L2 word as possible (e.g., hola / holler), easily lend itself to an image, and, if possible, have a semantic relationship with the word you want to learn.
The peg-word mnemonic uses mental imagery that requires the items the student wishes to remember to be 'pegged to' or associated with certain images in a prearranged order. The best-known of the peg systems is probably the rhyming peg method, in which numbers from one to ten are associated with rhymes (e.g., one-bun, two-shoe, three-tree), and then linked to the target vocabulary.
Example: Let's assume your student wants to remember three new words—"mischief," "abolish," and "sacred"—and that their corresponding peg-words are one-bun, two-shoe, and three-tree.
For the word mischief, the student might imagine a naughty boy trying to steal a fresh bun from the oven. He is up to mischief. (One-bun-mischief) For the word abolish, the student might imagine someone throwing their smelly shoes into the trash. The shoes are being abolished. (Two-shoe-abolish) For the word sacred, the student might imagine a sacred cow sitting in a tree. (Three-tree-sacred)
Note: The peg-word method is probably best suited to students with more advanced L2 language skills, as you need to be able to make connections using the L2. The peg-word system can be used with any peg-word, not just the common ones (e.g., instead of 1 – bun, 2 – shoe, three – tree, etc., you could use 1 – fun, 2 – crew, 3 – pea). Try to make your images as visual and vivid as possible. Remember that rhyme is a powerful heuristic—try to capitalize on it.
The Loci method combines the active visualization of the new word with an already known structure, routine, or experience. In other words, the loci mnemonic requires the student to form a vivid image of the word they wish to remember and place it at a specific location or event in an imagined (or real) story or journey.
Example: If a student is learning five new words (firm, stick, king, God, grass), they could use their house as the loci. They imagine opening the door (and imagine the door is really firm) and tripping over a stick as they walk inside. As they stand up, they imagine they see a king sitting on the sofa talking to God about a game of golf they have both just played. They are commenting on the brightness of the green grass on the fairways.
Note: As this method often requires the formation of a story or narrative in the L2, it might be better suited to advanced-level students. However, this is not to say that the system can't be adapted to suit lower-level students.
Application of the Mnemonics – Some Guiding Principles
Caveats and Warnings!
While mnemonic approaches have demonstrated utility in L2 vocabulary development, it is essential to acknowledge their limitations and drawbacks. Here are some considerations for educators:
In conclusion, while mnemonic devices enhance vocabulary learning, retention, and recall, they should complement techniques emphasizing meaningful communication. Vocabulary acquisition should extend beyond memorization to include practical usage, encouraging students to encounter and apply words in authentic communication. Incorporating strategies for both "using" and "knowing" words ensures a comprehensive approach to vocabulary development. Explore mnemonic devices alongside other effective techniques, fostering a well-rounded language learning experience for students.
Josh
Keep English Real!
Example: If a student is learning five new words (firm, stick, king, God, grass), they could use their house as the loci. They imagine opening the door (and imagine the door is really firm) and tripping over a stick as they walk inside. As they stand up, they imagine they see a king sitting on the sofa talking to God about a game of golf they have both just played. They are commenting on the brightness of the green grass on the fairways.
Note: As this method often requires the formation of a story or narrative in the L2, it might be better suited to advanced-level students. However, this is not to say that the system can't be adapted to suit lower-level students.
Application of the Mnemonics – Some Guiding Principles
- Not all students are the same: The effectiveness of the above strategies really depends on the learner’s personal characteristics (e.g., attitudes, level of personal control, motivation, prior knowledge), the vocabulary to be learned (e.g., type, complexity, difficulty, uniqueness, and generality), and the learning environment (e.g., the learning culture, support afforded to the learner).
- Involve the student: Once the teacher has explained the different types of mnemonic devices, and taught the students how to use them, have the students use a trial and error approach to see which ones work for them.
- Horses for courses: Not all mnemonic systems are suitable for the same tasks or students. Certain mnemonic devices might be more applicable at different stages of learning. For example, the keyword method might benefit lower-level students who need to remember a large number of fairly arbitrary nouns or adjectives, whereas advanced learners might be better able to utilize the loci method to paint vivid pictures in the L2 that incorporate new vocabulary items.
- Evaluate and evolve: Never underestimate the value of re-evaluating and re-teaching the students mnemonic systems or learning strategies. Also, make sure you encourage your students to evaluate the techniques and strategies they are currently using to ensure they are still suitable and have not become ineffective or boring.
- Sometimes it just won’t fit: Sometimes certain mnemonic devices are not amenable to learning certain words. For this reason, teachers should encourage their students to employ several techniques at the same time.
Caveats and Warnings!
While mnemonic approaches have demonstrated utility in L2 vocabulary development, it is essential to acknowledge their limitations and drawbacks. Here are some considerations for educators:
- Not a Simple Equivalence: Mnemonic devices, while beneficial for learning new vocabulary, should not be perceived as a straightforward correlation between L1 and L2. Learning to use L2 vocabulary correctly involves more than memorizing a set of L1-L2 word pairs.
- Complex Meanings: Mnemonic approaches often rely on a fixed one-to-one relationship between form and meaning. However, many vocabulary items possess multiple meanings across various dimensions (referential, syntactic, pragmatic, emotional, etc.), surpassing the simplicity of mnemonic representations.
- Moderation Matters: Employing mnemonics for every word may not be necessary or advisable. Optimal results (at least for my students) are often achieved when students create weekly mnemonic lists encompassing around 10–15 words with a specific purpose in mind.
- Realistic Expectations: Contrary to exaggerated claims, mnemonics are not a one-and-done solution. Like any learning method, repeated engagement and spaced repetition are crucial for effective retention.
In conclusion, while mnemonic devices enhance vocabulary learning, retention, and recall, they should complement techniques emphasizing meaningful communication. Vocabulary acquisition should extend beyond memorization to include practical usage, encouraging students to encounter and apply words in authentic communication. Incorporating strategies for both "using" and "knowing" words ensures a comprehensive approach to vocabulary development. Explore mnemonic devices alongside other effective techniques, fostering a well-rounded language learning experience for students.
Josh
Keep English Real!
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