1. The Effect of Using Homonymic Method to Memorize Vocabulary for Elementary Students 碩研應英一甲 黃森瑞 (M960208)

2. Introduction What: English education for elementary school students is more and more important, and “vocabulary” is the basic tool in for learning second language. Why : To investigate which strategy is the best way to help learners acquire a large number of vocabulary. How : To decide whether using of homonymic method could help students memorize more new words. What Expected : Students can improve their learning strategy or skills for memorizing vocabulary.

3. Literature Review Research has indicated that in order for learners to perform well in listening, speaking, reading and writing, they need to possess a rich amount of vocabulary (Ediger, 1999; Laflamme, 1997; Manning, 1999). More and more researches recognized “vocabulary” as one of the elementary linguistic resources for the purpose of communication (Norman, 1994).

4. Research Question Q: Whether the homonymic method is superior to the rote rehearsal method for EFL students to memorize English vocabulary?

5. Methodology Subjects: 40 fifth grade students from Sin-Jin Elementary school. These students were separated into two groups: (1)experimental group (2)control group Instrument : vocabulary cardsvocabulary cards Questionnaire: The purpose of the questionnaire was to get the information about students’ feelings and attitudes toward the experiment Procedure : Pretest Teaching Test Questionnaire Data analysis

6. Result The results showed that experimental group was superior to the control group in the test. Students can memorize more new words with homonymic method than those with rote rehearsal method.

7. Conclusion Although it is true the teaching strategy is one of vocabulary learning skills, learners can still acquire more knowledge from other skills. Therefore, English teachers should integrate the advantages of other skills with this approach to make English vocabulary learning more successful.