چكيده
The current study investigated the effect of three cognitive learning strategies, guessing from context, keyword mnemonic, and dictionary using, on recall and retention of vocabulary, addressing the problems of how learning and retaining new words, among Iranian intermediate EFL learners. In order to do so, a quasi-experimental research design was employed. One hundred and thirty-five EFL learners were selected among the students of Safire-Danesh language institute in Tabriz, Iran. Based on a Nelson language proficiency test, Ninety intermediate participants were chosen. In next step, the subjects were assigned to three experimental groups, each with thirty male and female subjects. To make sure that the participants of each group were homogenous in term of vocabulary proficiency, a Nelson vocabulary proficiency test was administered along with Nelson language proficiency test. During the treatment period, ten sessions of 30 minutes were allocated to each group and eighty target words were taught using the intended strategy. After treatment, a researcher-made vocabulary test which had been piloted before was given to the subjects as a posttest of recall and two weeks later the same test was held as a posttest of retention. Finally, the scores gained from three experimental groups were compared using one-way ANOVA test on SPSS to fulfill the purpose of the study. Findings proved that guessing from context and keyword mnemonic strategies were more effective than dictionary using strategy in short-term recall of vocabulary and guessing from context was the most effective strategy in retention of vocabulary among Iranian intermediate EFL learners. The findings of the study can help both teachers and learners to find out effective strategies in learning and retaining lexical items. Therefore, it is suggested that strategic vocabulary learning ought to be taken into account by educational scholars, course designers, and material developers.
Keywords: Cognitive learning strategies, Recall, Retention
