Reexamining the relationship between verbal knowledge background and keyword training for vocabulary acquisition

Donald Hogben, Michael J. Lawson

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    The literature on keyword training presents a confusing picture of the usefulness of the keyword method for foreign language vocabulary learning by students with strong verbal knowledge backgrounds. This paper reviews research which notes the existence of conflicting sets of findings concerning the verbal background-key word training relationship and presents the results of analyses which argue against the assertion made by McDaniel and Pressley (1984) that keyword training will have minimal effect on students with high verbal ability. Findings from regression analyses of data from two studies did not show that the relationship between keyword training and immediate recall performance was moderated by verbal knowledge background. The disparate sets of findings related to the keyword training-verbal knowledge relationship and themes emerging from other research suggest that this relationship requires further examination.

    Original languageEnglish
    Pages (from-to)378-389
    Number of pages12
    JournalContemporary Educational Psychology
    Volume22
    Issue number3
    DOIs
    Publication statusPublished - Jul 1997

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