There is empirical evidence that the memory strategies enhance L2 vocabulary learning and retention compared with rote- learning or unstructured learning, that is, learning by using their own strategies (Rodriguez & Sadoski, 2000; Sanaoui, 1995). The effectiveness of the memory strate- gies, especially the keyword method, has been demonstrated not only with children (Pressley, 1977; Pressley & Levin, 1978; Pressley, Levin, & Miller, 1982; Ulanoff & Pucci, 1993) but also with adults who may be more attached to their own learning strat- egies (Beaton, Gruneberg, & Ellis, 1995; Desrochers, Wieland, & Cote, 1991; Gruneberg & Pascoe, 1996; Pressley & Ahmad, 1986)
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logan - (no access) - Wei, Wheng: "Does teaching mnemonics for vocabulary learning make a difference? Putting the keyword method and the word part technique to the test", p44
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