چكيده فارسي :
Vocabulary knowledge and vocabulary use play an essential role for language learners, since insufficient vocabulary knowledge in a second language could impede the process of successful communication (Gu, 2003; Nation, 1999, 2001, 2001; Marion; 2008; Maximo, 2000; Read, 2000; Schmitt, 2000). Compatible with this line of researches, the present study aimed at investigating the effects of mnemonic strategy and L1 gloss on the vocabulary knowledge of Iranian EFL learners. Besides, ascertaining the impact of the interaction of the two above-mentioned techniques on the vocabulary acquisition was another purpose of this study. To this end, 60 intermediate EFL students, 33 males and 27 females participated in this study. Their ages varied from 17 to 29 years. Having administered the Nelson Proficiency Test, the researchers divided the participants into three equal groups: a) mnemonic group, b) L1 gloss group, and c) control group. Moreover, the two experimental groups received 10 sessions of vocabulary learning through the use of mnemonic strategies and L1 glosses and the control group received no treatment. The obtained date were analyzed through Paired Sample T-test and One-way ANOVA. The results indicated that the two experimental groups significantly outperformed the control group. Moreover, the outcomes revealed that mnemonic technique had a significant effect on the vocabulary acquisition of EFL learners. Furthermore, the findings indicated that the interaction of mnemonic-L1 gloss was significant, too. Accordingly, the study implies that mnemonic technique and its interaction with L1 gloss could be instrumental in enhancing EFL learners vocabulary knowledge.
