Effects of Rote, Context, Keyword, and Context/Keyword Methods on Retention of Vocabulary in EFL Classrooms

By Máximo Rodríguez, Mark Sadowki. 2000

171 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/171c9880e6fcfab9b0ba6e39827ffafdd4182ef7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Emma Bolder
2. Helen St Clair-Thompson
3. Alexandra Hunt
4. Mark Sadoski
5. J. Hulstijn
6. Ruth Stevens
7. B. Laufer
8. Di Zou

In Language and Linguistics

1. Mark Sadoski
2. J. Hulstijn
3. B. Laufer
4. E. Peters
5. F. Boers
6. Di Zou
7. Bella Rozovski-Roitblat
8. Parveneh Tavakoli

Citations in the corpus

• Incidental and intentional learning (2008, methodology): “Research in this area has been reviewed by Cohen (1987), N. Ellis and Beaton (1993), Hulstijn (1997a), and Rodríguez and Sadoski (2000).”
• Improving children's working memory and classroom performance (2010, background): “…when participants engage in strategies, such as rehearsal (e.g. Broadley, MacDonald, & Buckley, 1994; Gardiner, Gawlick, & Richardson-Klavehn, 1994; Rodriguez & Sadoski, 2000), visual imagery (e.g. De La Iglesia, Buceta, & Campos, 2005), creating stories from information to be remembered (e.g.…”
• A Dual Coding View of Vocabulary Learning (2005, methodology): “It has also been successfully used in teaching foreign language vocabulary (eg, Atkinson, 1975 ; Avila & Sadoski, 1996 ; Rodriguez & Sadoski, 2000 ).”