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Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method
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Author : Amir Toghyani Khorasgani   - Mansour Khanehgir  
Printing Year : 2017
Number : Volume 5 Issue 1
Page : 90-100
DOI Number: : 10.18298/ijlet.1729
Cite : Amir Toghyani Khorasgani - Mansour Khanehgir, (2017). Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method. International Journal of Languages' Education and Teaching, Volume 5 Issue 1, p. 90-100. Doi: 10.18298/ijlet.1729.
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Abstract
Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
Keywords
foreign language vocabulary; total physical response; keyword method; young learners; presenting voc

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