THE IMPACT OF A SITUATIONAL APPROACH TO MNEMOTECHNICS ON STUDENTS' DEVELOPING IMAGINATION IN LEARNING ENGLISH
Abstract
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This study investigated the efficacy of a situational approach to mnemotechnics in enhancing students' imaginative abilities during English language acquisition. We hypothesized that embedding mnemonic devices within realistic, relatable scenarios would foster richer imaginative engagement compared to traditional, decontextualized mnemonic techniques. A controlled experiment involving 60 English as a Foreign Language (EFL) learners was conducted. Results indicated that the experimental group, which utilized the situational approach, demonstrated statistically significant improvements in both vocabulary retention and the quality of imaginative writing tasks compared to the control group. These findings suggest a positive correlation between contextualized mnemotechnics and enhanced imaginative development, highlighting the benefits of integrating creative context into memory strategies.
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