Volume 03 Issue 06-2023
17
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study focuses on the development of memory retention, the most difficult and basic approach for learners. The
purpose of this study was to find a way to improve memorizing retention after removing all the factors that prevent
learners from dismissing data from the mind. The qualification research paper proposes several techniques and
methods developed by renowned methodologists and teachers. These techniques and methods reveal mnemonics as
a means of improving vocabulary retention for per-intermediate students in the learning centre which the researcher
worked with. The subjects ranged in age from 14 to 16 and they are native speakers of Uzbek language. Number of
learners in both groups almost the same: control group consists of 13 learners along with another group. In addition,
the research paper describes the role of teachers and learners in collaborative language learning, possible obstacles
to methods in their implementation, and how to overcome problems encountered. This study proposes strategies and
sample activities for improving memory retention based on the experience and data collected. In addition, the
qualification form shows the criteria for students taught in co-operative learning. Therefore, this paper consists of an
introduction, a literature review, methods that describe the objectives of experiments and experiments, and
discussions that disclose the results and results of the experiments. When reading a study, keep in mind that the
improvement of remembering foreign words through mnemonics is a very broad subject and researchers have
narrowed it down to make it easier for the reader to read.
KEYWORDS
Mnemonics, memory retention, vocabulary retention, co-operative learning.
INTRODUCTION
Research Article
MNEMONICS AND ITS USAGE IN TEACHING AND LEARNING ENGLISH
LANGUAGE
Submission Date:
June 01, 2023,
Accepted Date:
June 05, 2023,
Published Date:
June 09, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue06-04
Solihova Ra’no Qahramon
Qizi
ESL Teacher At The Uzbek State Languages University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
18
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
On December 10, 2012 the first President of the
Republic of Uzbekistan Islam Karimov signed
Presidential Decree No 1875 ‘On measures to further
improve foreign language learning system in order to
enhance teaching and learning foreign languages in all
educational directions in Uzbekistan’. Knowledge
about words is always connected with the knowledge
of the language. People coming from different
encounters have feigned to acknowledge a certain
language according to the fact that they were able to
say a few words, such as greetings or the expressions
like thank you. From the general point of view, it would
be certainly wrong to jump to conclusions when
paralleling the knowledge of a language learner to how
much vocabulary she/he knows in question. That’s
why, The improvement in vocabulary is considered the
most significant element in th
e students’ language
journey (Linse, 2005). Knowing the vocabulary enough
to communicate with others enables the learner to feel
free and comfortable. The reason why The curriculum
of ESL/EFL are based on the vocabulary range. On the
other hand, In most cases, Opinions are divided when
it comes to considering the ability in memorizing the
sequence of words to be the most significant element
of language learning. By far the biggest challenge
which is faced by learners who are on the journey of
language learning is the necessity to memorize a range
of vocabulary. Learners frequently tend to be
disheartened, if the text comprises many words which
mean that they could struggle to memorize without
any familiar information and words these features
would encourage the learners to keep up with that
memorization process. There have been some
arguments by researchers to develop the skills related
to linguistics; Learners should have a particular
vocabulary threshold. According to the research, it has
been demonstrated to have a fierce bond between
vocabulary and reading comprehension and it has led
to the idea that knowledge of vocabulary is significant
for not only reading comprehension but also the boost
of fluency, solely in one condition, which would be in
the long-term period. All approaches toward effective
language learning can be achieved with the help of
mnemonics which are special techniques designed to
improve memory. After reading a variety of articles and
watching some contests, regarding mnemonics, the
researcher found it interesting. Then quickly she began
learning about mnemonics and how it can be utilized in
teaching and learning a foreign language. Take an
example of the TV channel in Russia that launched the
memory tournament regarding mnemonics. The
eventual tournament champion, Davronbek Turdiyev,
memorized the order of a pack of numbers in 26.37
seconds in comparison with other competitors who
demonstrated their impressive feats in the procedure
of memorization. And, this led her to ask some
questions. For example, if mnemonic approaches
encourage people to learn and memorize swiftly, why
do they not become the centre of classroom
education? There have been some arguments in
drawing swift conclusions about whether it needs to
be utilized in the classroom, which means that some
reviews are supportive and others have been skeptical.
According to results, having limited utility as opposed
to other techniques that are used easily and available
to a variety of resources, such as spacing. Although
mnemonic techniques are underscored as an efficient
device for memorizing, they have not taken into
account classroom conditions. Now, The researcher
will briefly mention why she is writing a research paper
on that topic in the following questions.
- Is it possible for mnemonics to work with
educationally available material?
Volume 03 Issue 06-2023
19
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
- Do those methods boost long-term language
learning?
- How much time is required to acquire this strategy?
- How do we apply mnemonics in teaching vocabulary
- How effective are mnemonics in teaching vocabulary?
As mentioned above, some schools of thought
claim that acquiring mnemonics is not impossible for
education to achieve long-term retention if it works
with complex materials and gets support from other
techniques. However, there have been a few additional
points to bear in mind when analyzing mnemonics for
educational purposes. First and foremost, learning
mnemonics repeatedly could be a more effective
investment rather than acquiring only to utilize once -
it is a consumption of your valuable time. Secondly,
once all of the students have known the material, then,
mnemonics strategies ought to be added to the
classroom curriculum as special assistance to recall
what they have learned. Ultimately, there have been
some positive non-memory side effects of mnemonics;
take an example of the upheaval of motivation toward
the study. What the researcher means by that, having
particular strategies of mnemonics, including
acronyms in the study, makes it straightforward for
students to remember course content. It has been
proven that mnemonics can reduce test anxiety and
are considered a faster and more enjoyable approach.
Another noteworthy fact is that Mnemonics is not
considered a replacement for the process of acquiring
knowledge of something according to the studies. It
solely allocates a retrieval plan to the students to gain
access to what they already knew. The efficient usage
and the compatibility of mnemonics in a particular
context are by far the most significant factors for the
mentors and students when deciding to utilize them in
learning procedures. But, mnemonics is often regarded
as a revolutionary learning method, just by glancing at
the memory competitors, such as Davronbek Turdiyev
etc. Nevertheless, memory competitors spend
thousands of hours training a variety of techniques and
demonstrating their ability in an environment that is
varied from a classroom. Education will not be
revolutionized with the help of mnemonics, however,
it will be provided with different techniques and
compatibility together with other learning methods.
Additionally, the effectiveness will be given together
with a certain type of materials. It seems to me that
knowing when and how to utilize the mnemonic
strategies would benefit learners.
What are Mnemonics?
The ancient Greeks developed the basic principles over
1000 years ago, and today these principles are
implemented in many different ways, from simple
acronyms to memory. From specific ideas to complex
strategies that help remember numbers by recording
them as exciting words and phrases. Modern Memory
Study clearly shows that the mnemonic can be a
powerful learning tool in certain situations, such as
remembering a list of concrete objects. Most
researchers believe that mnemonics improve memory
by utilizing naturally occurring storage processes such
as visual images, organization, and detailed coding.
The term “mnemonic '' comes from the Greek phrase
Mnemosyne which means to reminisce about a Greek
Goddess (Amiryousefi, 2001).
How are Mnemonics used in Education Today?
In Cognitive Psychology, the mnemonic technique is
seen as a strategy for in-memory encoding to make it
Volume 03 Issue 06-2023
20
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
easier to retrieve new information. Some of the well-
studied techniques involve imaging. In an era of verbal
mnemonics, Cook believes that ( 1989), that would be
resourceful to use the first letters of a set of words to
form an acronym or sentence, or words to compose a
story.When learning a set of irrelevant words, the
mnemonics of the first letter did not improve
performance compared to learning without the special
structure. However, if you are learning a set of related
words,
first
character
mnemonics
improve
performance. The sentence mnemonics helped us later
remember and recognize concrete noun (Bower and
Winzenz 1970). In some studies, the phrase mnemonic
helped, but provides a variety of evidence as to which
is more effective (Cook1989). The sentence mnemonic
was, is particularly robust against delays of days or
weeks
(Boltwood
and
Blick
1970).Character
mnemonics improve performance. The sentence
mnemonics helped us later remember and recognize
concrete nouns.
How are Mnemonics used in Education Today?
Many studies have focused on general learning
strategies, especially the popularity and teaching of
vocabulary. However, there are some studies on
mnemonic devices. People focused on the mnemonic
device consistently use the mnemonic device to
significantly improve the amount of retention of words
from the second language vocabulary in immediate
and delayed recall compared to other learning
strategies.As an example, Raugh and Atkinson (1975)
compared keyword methods with various control
methods to be told the Spanish vocabulary. Altogether
cases, the keyword method proved to be very
effective, with a final test score of 88% for the keyword
group in one experiment, compared to twenty-eight
for the control group. Additionally, Pressly et al. (1981)
children aged 3 to six years learning basic Spanish
vocabulary using the keyword method. The results
showed that children who used the keyword method
remembered more vocabulary than children who
weren't taught the keyword method. However,
Carlson, Kincaid, Lance, and Hodgson (1976) found
significantly better recalls in comparison to the control
group within the group trained by the tactic of
loci.Another study by Roediger (1980) examined the
strategy of loci together with three other well-known
mnemonic methods. The results of the study showed
that 4,444 altogether four memory groups
remembered the list of 20 words better than the
control group.The particular usefulness of mnemonic
acronyms for remembering the order of things, instead
of the identity of the item, may explain the
contradictory findings regarding the positive effects of
mnemonic acronyms on verbal learning. (Boltwood
and Blick, 1970; Gruneberg, 1973; Cook, 1989).For this
reason, the provision of acronyms seems a minimum
plausible to support learning the right 4486 order of
the assorted steps of a procedural task. Second, the
provision of acronyms can speed up the execution of
assorted steps in procedural tasks.
Do Mnemonics Promote Long-Term Learning
If people don't use the right words, communication will
be lost. As Allen (1983) points out, the importance of
learning vocabulary: Vocabulary problems often
interfere with communication. From this point of view,
it is easy to infer that teaching vocabulary, as well as
learning, is important for providing learners with the
most important language skills. Nevertheless, learning
vocabulary is a challenging activity for most learners.
From idioms to expressions, you need to learn
different words. Therefore, the language teacher
should use all possible means to store the word in the
Volume 03 Issue 06-2023
21
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
student's long-term memory. There are many
approaches to teaching vocabulary, but the rest of this
chapter focuses on mnemonics and their keyword
method.
In order to enhance EFL learners’ ability in polishing
numerous vocabularies in the English language,
Mnemonic strategies come to help. A detailed study of
this efficient and practical teaching of mnemonic
techniques that can be incorporated into English
classes is the main aim of this research. Using
mnemonic strategies is one of the most effective
approaches to improving pupils’ memory retention. To
confirm the hypothesis, the research methods,
regarding questionnaires for teachers and pupils, pre
and post-tests were used. Afterwards, utilizing
mnemonic techniques in the studies of learners’
perception of the effectiveness of memory retention
will also be demonstrated in-depth. Different
approaches to the data collection and the way the data
are elaborated by the researcher. Based on the above
background, the researchers created a study question.
They are
-
How does the mnemonic strategy affect
students' acquisition of
-
vocabulary?
-
Does the mnemonic strategy have a greater
impact on a student's
-
vocabulary acquisition than it would without
the mnemonic strategy?
-
Is it possible for mnemonics to work with
educationally available material?
-
Do those methods boost long-term language
learning?
-
How much time is required to acquire this
strategy?
-
How do we apply mnemonics in teaching
vocabulary?
-
How effective are mnemonics in teaching
vocabulary?
-
Based on the above study formulation, the
objectives of the study were:
-
-
Investigate the impact of mnemonic
strategies on students' vocabulary
acquisition.
-
Investigate the impact of traditional strategies
on students' vocabulary acquisition.
-
Find out if the mnemonic strategy has a
greater impact on the vocabulary of Students
than without the mnemonic strategy.
The results of this study are awaited by several groups.
1. Theoretically
The results of this study broaden the educational scope
of
vocabulary learning, and the results of thinking could
be additional data for
teachers to make a leap in student vocabulary
acquisition. ..
2. Practical
a. It was hoped that teachers
would be able to provide fun education and learning
with vocabulary learning
. The teacher would help students easily use
mnemonic strategies so that it was easier for them to
memorize
important vocabulary or information.
Volume 03 Issue 06-2023
22
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
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MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
b. For Students,
It is hoped that the result of this study could increase
student
motivation in learning English, especially vocabulary
memorization.
In order to implement this research, the researcher
selected two groups of pupils in Cambridge learning
centre, located in Tashkent with a mixed level of pre-
intermediate and intermediate was taught and
observed in the classroom for two weeks. There were
13 pupils in each group. The pupils are all of the same
nationality and they are close in age (15-18 years).
List of pupils (Control group)
Table1.
List of pupils (experimental group)
Table 2
N#
Name
Age
Gender
Nationality
Language
proficiency
level
1
Alla Nazarova F.
15
Female
Uzbek
Pre-
intermediate
2
Ergasheva D.
17
Female
Uzbek
Pre-
intermediate
3
FayziyevaSh.
17
Female
Uzbek
Inter mediate
4
Jabborov A.
18
Male
Uzbek
intermediate
6
Ibodullayeva. K.
17
Female
Uzbek
Pre-
intermediate
7
Keldiyoreva S.
!6
Female
Uzbek
Intermediate
Volume 03 Issue 06-2023
23
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Materials for the course were taken from different
sources along with including different exercises on
Mnemonics and tests utilized on language teaching
course. These materials were used on the purpose of
N#
Name
Age
Gender
Nationality
Language
proficiency
level
1
Azizov B .
15
Male
Uzbek
Intermediate
2
Berdiqulova M.
17
Female
Uzbek
Pre-
intermediate
3
Boxorov N.
18
Male
Uzbek
Pre-
intermediate
4
Davronova S.
15
Female
Uzbek
Pre-
intermediate
5
Do’stmukhammedovSh. 17
Male
Uzbek
Intermediate
6
Jo’rayeva B.
18
Female
Uzbek
Intermediate
7
Murodov N.
17
Male
Uzbek
Pre-
intermediate
8
Majidova N.
18
Female
Uzbek
Intermediate
9
Nosirova D.
17
Female
Uzbek
Intermediate
10
Turaeva B.
15
Female
Uzbek
Pre-
intermediate
11
Toxtamurodova S.
16
Female
Uzbek
Pre-
intermediate
12
Holikov T.
16
Male
Uzbek
Intermediate
13
Khudayarov I.
16
Male
Uzbek
Intermediate
Volume 03 Issue 06-2023
24
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
making the lessons entertaining. Furthermore, there
were additional materials to fulfill learners’ necessities.
To define the main interests of all learners a well-
organized questionnaire form was applied to the
learners and teachers.
Variables
The main focus of research is usually on the learner's
speaking skills. Differences in learner levels have
influenced speaking to some extent. The age of the
learner also influenced the study. As experience comes
with age, the elders were more experienced on many
issues. Learner gender factors were controlled to avoid
majority / minority discrepancies. When it comes to
grouping, partner work gives students the freedom to
choose a partner so they can work comfortably
together. However, it was randomly selected in group
work. The survey variables are:
• The dependent variable was the development of
learners’ memory retention, which was the main focus
of the study.
•The independent variable was the level of learner
and was a different approach to teaching vocabulary.
The analysis begins with a light conversation with the
student opening. The question of the meaning of some
words will be the focus to take it further about learning
vocabulary. Perform a pretest, Respondents either are
familiar with the meaning of the word. Afterwards,
Treatment begins with a mnemonic adaptation of the
prepared word or post-treatment tests are performed
to measure all respondents' understanding of
respondents.
First and foremost, in order to clarify teachers’
viewpoints about utilizing mnemonic strategies in the
classroom, a questionnaire was conducted by the
researcher. Most of the scholars in Tashkent have
learned English as one of the foreign content subjects
since they were in fundamental academe. Still, it's
different from the class for high academe, English is
the main subject tutored in the class and it will be
evaluated in the public examination. As one of the
private knowledge centers, Cambridge learning centre
also has English assignments in their class. It's a private
knowledge centre located in Tashkent City. Mainly, the
language instruction in the English class has not been
done bilingual yet. Mainly the instructors educate the
scholars in the Uzbek language.
0
5
10
15
20
opening chapters
3 or 4 chapters
chapter before the processparaghraph berore reading
1.Frequency forgetting what somediv read
always
sometimes
never
Volume 03 Issue 06-2023
25
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
03
ISSUE
06
Pages:
17-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
According to the data analyzed, about 18.2% of
respondents do not agree that they have difficulty
memorizing English words, and even 6.1% do not fully
agree with this question. Also, 18.2% of respondents
agree, and 3% of respondents fully agree that they have
trouble memorizing English words. However, the
majority of students (54.5%) do not agree or disagree
with problems memorizing English words. This shows
that the majority of students do not agree or disagree
with having problems memorizing English words.
In addition, the next statement is to determine
whether respondents will guess a new or difficult word
in English the first time they encounter it. The highest
percentage was 36.4%, with most respondents neither
agreeing nor disagreeing. However, 27.3% of
respondents agree to guess the word the first time
they encounter a new or difficult English word, and
12.1% of respondents fully agree. 15.2% of respondents
disagree, and an additional 9.1% do not fully agree
when guessing a new or difficult English word for the
first time. When presented with a new or difficult
English word for the first time, most respondents
clearly guess the meaning of word for the first time ,
most respondents clearly guess the meaning of the
word.
27
27
0
8
0
12
36
0
DIFFICULT
NEW
3
. Ratio of guessing correctly new or difficult foreign words
agree
partial agree
fully agree
neither
0
10
20
30
40
50
60
70
80
Azizov
Berdiqulova
Buxorov
Davronov
Do'stmuhammedov
Jo'rayeva
Murodov
Majidova
Nosirova
Toxtamurodova
Holikov
Hudoyorov
Volume 03 Issue 06-2023
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03
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Pages:
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SJIF
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(2021:
5.
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(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
According to Figure 1, there is a great discrepancy in
students’ memory retention in terms of the ratio of
vocabulary that they could memorize. A couple of
learners of them have B1 ( Intermediate). Other
students have a level of A2 which means ( pre-
intermediate).
The focus of the mnemonic strategy is so specific that
it is enforced to ameliorate the accession of factors for
each assignment. Requires memory. These strategies
are not supposed to understand strategies either,
strategies to support the hunt for new information.
Scholars need to be careful. People trained in
mnemonics also excel in appreciation tests Specific
content, but generally enforcing a mnemonic strategy
makes it easier to remember information that can be
applied to appreciation tests. According to Cynthia
Simpson, there are several mnemonics in EFL tutoring
and literacy, especially strategies used in vocabulary
Championships. They're keywords, Peg word, Acrostic,
Acronym, Association, and Loci. Refinement of
reconstruction.
Keywords,
keywords
and
reconstruction. The development of mnemonic
strategies has been shown to be effective in numerous
studies. Has been shown to be effective for the middle
academy and high academy scholars Grounded on
compliances and questionnaires given to scholars with
learning disabilities and below Experimenters have
made some conclusions about its effectiveness when
used. Memory Chops in vocabulary tutoring and
literacy. The first thing is to identify the impact of using
mnemonic ways in learning English words. There are
several counter-accusations for using mnemonics
when learning English Vocabulary by experimenters.
Scholars prefer mnemonic strategies to conventional
educational technology. The difference can be seen in
Pupil's interest in running mnemonic tests. In addition,
scholars can get better because they learn further
English words in mnemonics Score mnemonics and
their mnemonics on a vocabulary test after they're
blazoned. Vocabulary is also added. The mnemonic
fashion is Help them remember the words they're
learning. Also, there's still plenty of room for the
development of mnemonic strategies. There are no
restrictions on creating and applying mnemonic
strategies. For further exploration, it is The mnemonic
strategy operation can be a new and fresh idea. Or
Preceptors need to be apprehensive of the pupil's
condition and needs. We must give our scholars a good
provocation to learn better. Or Preceptors need to find
a stylish tutoring strategy to achieve their pretensions.
More learning issues. As mentioned above, the
mnemonic strategy contains a variety of methods that
can be used to improve the memory of students for
educational purposes. To differentiate classroom
activities and help young learners learn English
vocabulary. In the ESL / EFL class, A huge amount of
work is to be done on the mnemonic side. Other types
of strategies need to be analyzed and tested in the
classroom. The combination of mnemonic methods
must be included in the study during the required in
order to incorporate the information obtained from
the relevant cognitive psychology study into the ESL /
EFL discussion. Spreading misunderstandings about
mnemonics needs to be removed from people's
consciousness. Most teachers insisted that students
should remember this or important material for the
exam, but the problem is that the teacher doesn't
teach them how to do it. Active use of mnemonics has
made it possible to do this in an efficient way.
Vocabulary acquisition is often regarded as the most
difficult element of language learning. But most of the
complaints come from people who couldn't remember
the words they had already learned. You can solve this
Volume 03 Issue 06-2023
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International Journal Of Literature And Languages
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2771-2834)
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03
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MPACT
FACTOR
(2021:
5.
705
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(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
problem by adding a reminder to your classroom.
Because these devices are a very convenient way to
learn vocabulary and memorize vocabulary. Although
its usefulness has been proven many times when it
comes to testing the effectiveness of the mnemonic,
teachers are advised to show the word in context
rather than showing it alone. They all depend primarily
on the learner's knowledge and learning style. In short,
the conclusions drawn after empirical education enjoy
real teaching practices by analyzing the learning
situation and strategies of previous learners that will
help them move forward in their future career paths.
So it was very impressive for the researchers. The
current research is entry into future professions as a
language teacher, which was a fundamental step in the
long-term language education of future researchers.
Therefore, researchers took everything seriously and
examined and analyzed the necessary and important
statements in favor of the empirical educational
process.
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