Memory Strategies

Memory Strategy 2 Summary This research shows the use of memory strategy in the educational environment; this research examines the use of telephone numbers by students on campus. A total of 40 students participated and they were divided into two groups of 20 students each. The control group used the block as a memory strategy to store a list of 10 phone numbers. In contrast, the experiment group did not use a specific strategy to remember the list of numbers given to them.

A memory strategy is defined as a learning strategy for storing, inputting and retrieving information. A memory strategy can help learners tie one L2 concept to another, but that is not complicated. In addition, the memory strategy can help learners learn and organize things in order; but through other strategies, language learners "sound, image, sound and image combination, body movement, mechanical Means or Position "to create learning and search. Aslan, Oxford, quoted by 1990). Stevick (1982), McCathy (1990), Holden (1999), and Cohen (2002) refer to similar ways to easily remember vocabulary and structure of new vocabulary learners. "Memory strategy can greatly contribute to language learning" (Aslan, 2009)

Memory-related strategies help learners associate L2 projects or concepts with other projects or concepts, but necessarily coincide with a deep understanding of the various memory-related strategies that enable learners to order strings I will not. Other techniques produce learning and searching through sound (eg rhyme), images (eg psychological pictures or images of words themselves). Meaning of word, combination of sound and image (eg keyword method), body movement (eg overall physical reaction), mechanical means (eg flash card), or place (eg page or blackboard). Memory related strategies are not necessarily positively correlated with L2 proficiency. Indeed, the use of memory strategies in the context of tests has a significant negative correlation with the learner's test scores in grammar and vocabulary.

Schmitt (1997, p. 211-13) states that other integration strategies are memory strategies, traditionally known as mnemonics. For example, a memory strategy is not usually to give a direct definition or to establish a relationship with familiar L2 words, but to establish a relationship between words and prior knowledge of the learner, It shows a picture of meaning. Using irrelevant words and grouping words according to specific categories such as synonyms and general topics is another example of a memory strategy.