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The Comparative Effect of Using Semantic Mapping and Mnemonics on EFL Learners’ Vocabulary Achievement

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Amirnader Elahi

This study aimed at examining the comparative effect of using mnemonic techniques and semantic mapping strategy on EFL learners’ vocabulary achievement. To fulfill this, 50 male students aged 13-16 were selected via administering Key English Test (KET) from among 70conveniently sampled students of elementary EFL learners from a public language school in Tehran. They were then randomly divided into two experimental groups namely mnemonics and semantic mapping and received 12 sessions of instruction. The semantic mapping group was taught how to utilize semantic mapping, whereas the mnemonics group was taught to make use of mnemonic flashcards, while learning vocabulary. Finally, a post-test on vocabulary was conducted on both groups and an independent sample t-test analysis was conducted to see whether the treatments had a significantly different effect on learners' vocabulary achievement or not. The results of the statistical analysis revealed that there was no significant difference between using mnemonic techniques and semantic mapping strategy on EFL elementary learners’ vocabulary achievement. In the past, vocabularies were usually learnt through rote-learning memorization and repetition which were ineffective and tedious but based on the outcome of this study, learners can utilize vocabulary achievement techniques and strategies such as mnemonics and semantic mapping which are influential and enjoyable.

The Effects of Teachers’ Sense of Humor on Students’ Learning

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Fatemeh Abbasi Jamal Abad

The present study focused on the effects of teachers’ sense of humor on students’ learning. For this purpose 25 female students studying in Novin kaj privet English institute and Amane school between the age ranges of 13-18 from Tehran were asked one interview question. The researcher gave some papers to them to write their attitudes toward the teachers’ sense of humor. The students mentioned both positive and negative points about the humor. But finally the finding of the study revealed that most students had positive attitudes toward teachers’ sense of humor and want the teachers to be more humorist than serious ones.