The Effectiveness of Mnemonic Strategies in Developing English Vocabulary in Primary School Learners

Abstract

Vocabulary development is widely recognized as a central component of early foreign language learning, as it provides the foundation for communication, comprehension, and active participation in classroom activities. Despite its importance, many primary school encounter learning difficulties in memorizing and retaining new words. These challenges often arise from their still-developing cognitive abilities and reliance on short-term memory, which can limit long-term vocabulary retention. As a result, the process of teaching vocabulary becomes a significant and relevant issue in contemporary foreign language education.

The present article focuses on the use of mnemonic strategies as a means of enhancing vocabulary acquisition among young learners. The main aim of the study is to investigate the effectiveness of mnemonic-based instruction for primary school students in Kazakhstan, examine their attitudes toward such techniques, and identify which types of mnemonics are most beneficial for supporting vocabulary retention.

Overall, the study emphasizes the potential of visual, auditory, and conceptual mnemonic strategies as practical and engaging tools that can increase learners’ motivation, strengthen memory processes, and contribute to more effective vocabulary learning outcomes