Key Word Approach for Reading Comprehension in EFL Novice Adult Learners Key Word Approach for Reading Comprehension in EFL Novice Adult Learners

How do adult learners of English as a Foreign Language (EFL) acquire and retain enough vocabulary to achieve proficiency in reading? All learners draw upon language knowledge, otherwise known as mental lexicon. Mental lexicon can be conceived as hierarchically organized networks of associations among cognitive and linguistic structures derived from the learner's interaction with the new language environment and his/her existing language knowledge. When integrated in a meaningful way, these structures form a dynamic system wherein new information is constantly being encoded and old information is continually being added to and expanded. The more related new information is with existing information, the more effective the encoding process. However, for learners whose second language (12) has little in common with their first language (Ll), the encoding process is likely to be less effective. In response to this problem, the keyword method offers a mnemonic learning strategy by which 12 learners can mediate between both Ll and L2 knowledge structures. Creating an imaged-based association relating L2 vocabulary to Ll knowledge provides the reader with a means to acquire and retain enough vocabulary to achieve proficiency in reading comprehension.

How do adult learners of English as a Foreign Language (EFL) acquire and retain enough vocabulary to achieve proficiency in reading? All learners draw upon language knowledge, otherwise known as mental lexicon. Mental lexicon can be conceived as hierarchically organized networks of associations among cognitive and linguistic structures derived from the learner's interaction with the new language environment and his/her existing language knowledge. When integrated in a meaningful way, these structures form a dynamic system wherein new information is constantly being encoded and old information is continually being added to and expanded. The more related new information is with existing information, the more effective the encoding process. However, for learners whose second language (L2) has little in common with their first language (L1), the encoding process is likely to be less effective. In response to this problem, the keyword method offers a mnemonic learning strategy by which L2 learners can mediate between both L1 and L2 knowledge structures. Creating an imaged-based association relating L2 vocabulary to L1 knowledge provides the reader with a means to acquire and retain enough vocabulary to achieve proficiency in reading comprehension.