The Impact of Memory and Cognitive Strategies Training onIranian EFL Learners’ Vocabulary Gain

The current study aimed at a comparative investigation into the impact of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It was to figure out how memory and cognitive strategies training affect word learning of EFL intermediate learners (N=60). The participants were homogenized by the Nelson proficiency test (Nelson 250 B). According to the test, they were divided into two experimental groups. For omitting the words learners know, pre test of vocabulary was taken. Also a questionnaire adapted by Rezaee et al (2004) based on Kudo’ (1999) work with the reliability of 0.92 was taken to deduce not only their familiarity of strategies but also their knowledge of strategies uses. In the first experimental group, 30 students were trained to use memory strategies (keyword and semantic map) in word learning and in the other experimental group, the other 30 students were taught to learn the same new English words through cognitive training (flashcards and repetition). The course consisted of 11 sessions (two two-hour sessions per week). At the end the data was collected using a teacher made test as the post test (including 60 open ended items). The results of the independent t-test shown that there is no significant difference between the impact of cognitive and memory strategy training on intermediate EFL learners’ word learning. In general, the finding suggests that memory strategies training and cognitive strategy training respectively enhance memory and cognitive strategy uses

کلیدواژه ها:

strategy training ، memory and cognitive strategy