Abstract

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are reflected in the students' short-term and long-term retention. The participants of the study comprised 310 Indian pre-university females. The results indicated that the students of experimental group outperformed both in short-term and long-term scores, portrayed the superiority of memory strategies in short-term and long-term retention. As many learners do not develop sufficient mastery of the vocabulary explicit instruction of memory strategies and giving strategy awareness can facilitate them to store and retrieve new vocabulary items. Also, it was shown that being over-dependent on survey tools are open to question, in spite of being widely used.

Key words: Memory strategies, vocabulary learning strategies, short-term retention, long-term retention, imagery.