Implementing the Mnemonic Keyword Strategy to Improve EFL Pupils’ Vocabulary Learning. The Case of Second Year Pupils of Boutighen Mohammed Middle School- Tebessa.

Abstract

Vocabulary is considered an essential aspect of the foreign language learning and teaching process. After the development of language learning strategies in the field of pedagogy and its main focus on the needs, styles and preferences of students, many studies have been carried out to find tools to help with acquisition, memorizing and improving foreign language vocabulary. This thesis studies the effect of the use of the keyword strategy on the achievement of vocabulary learning in English as a foreign language. Therefore, to achieve this objective, a descriptive and quantitative research plan was adopted using a questionnaire as a survey tool, which was distributed to fifteen students of English as a foreign language of the 2nd year middle of the CEM "Boutighen Mouhammed- Tebessa”. Participants are randomly selected to represent the entire population. The results of the questionnaire were collated and analyzed to show that the vast majority of students use the keyword strategy because it guarantees easy storage and improves the retention of their vocabulary. To sum up, the results reveal that the research hypothesis is confirmed, and that is why teachers are recommended to adopt this strategy, or they can teach students and encourage them to use their mental abilities (memory) in learning. vocabulary learning also suggests further research into the effect of keyword strategy on the long-term retention of vocabulary items by English as a foreign language students.