The Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language

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dc.authorid0000-0002-0418-0200
dc.contributor.authorSarioglu, Mustafa
dc.contributor.authorKaratepe, Cigdem
dc.date.accessioned2026-02-08T15:14:44Z
dc.date.available2026-02-08T15:14:44Z
dc.date.issued2024
dc.departmentBursa Teknik Üniversitesi
dc.description.abstractMost studies in the literature propose that new words should be presented in unrelated sets due to interfering effect of learning vocabulary in semantic sets. Semantically-related words are suggested to be taught in different sessions to avoid this negative effect. However, that is implausible for most second language (L2) teachers owing to the restrictions from curricula or coursebooks, most of which serve new words in semantic fields. The literature does not shed light on how to tackle that problem. Accordingly, this study involves three sets of classroom research conducted with 58 young EFL learners to investigate the effects of mnemonics on minimizing the interference of semantic clustering of new vocabulary. Within 15-week course, one intact class was taught target words through mnemonics while the control group received similar instruction with sentence-context method. The study results demonstrated that mnemonically-instructed L2 learners outperformed on both immediate and delayed recognition of target words.
dc.identifier.doi10.1002/acp.4251
dc.identifier.issn0888-4080
dc.identifier.issn1099-0720
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85204796611
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1002/acp.4251
dc.identifier.urihttps://hdl.handle.net/20.500.12885/5399
dc.identifier.volume38
dc.identifier.wosWOS:001317863900001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofApplied Cognitive Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzWOS_KA_20260207
dc.subjectcross-association
dc.subjectEnglish as a foreign language (EFL)
dc.subjectinterference theory
dc.subjectmnemonics
dc.subjectsemantic (lexical) field theory
dc.subjectvocabulary learning and teaching
dc.titleThe Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language
dc.typeArticle

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