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American International Journal of
Research in Humanities, Arts
and Social Sciences
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ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688
AIJRHASS is a refereed, indexed, peer-reviewed, multidisciplinary and open access journal published by
International Association of Scientific Innovation and Research (IASIR), USA
(An Association Unifying the Sciences, Engineering, and Applied Research)
Teaching language through Mnemonics Programme in pre-school Children
with Hearing Impairment
Dr. Sita Ram Pal (Asst. Prof.)
Department of special education
Dr. BabasahebAmbedkar Open University
R. C. Technical Institute campus,
S.G. Highway, Sola Road, Ahmedabad-380060, India
Dr. Arun Banik (Reader),
AYJNIHH, K C Marg Bandra Reclamation,
Bandra (W) Mumbai, India
Abstract: Learning is depending upon the intelligence, external / internal motivation and sensory
capabilities. Hearing impairment is a hidden disability which adversely affects speech, language,
communication and shows poor performance in academic, social and cultural areas. As per psychological
theory each child is unique and learns through some specific method, technique, and approaches but due to
extrinsic and intrinsic cause the teachers/ therapist/parents and caregivers are not able to change desirable
behavior of the child. To keep in mind Thompson (1987), has developed ‘Mnemonics programme’Mnemonics
programme is an adaptive package of methods, techniques and strategies by which a pre-school deaf child
can enhance the language skills very easily with the minimum support.
Key words: Hearing impairment, Language and Mnemonic programme.
I. Introduction
Language is a tool that humans use to communicate or share thoughts, ideas, and emotions. Language is the set
of rules, shared by the individuals who are communicating, that allows them to exchange those thoughts, ideas,
or emotions.
Each language includes its own set of rules for phonology (phonemes or speech sounds or, in the case of signed
language, hand shapes), morphology (word formation), syntax (sentence formation), semantics (word and
sentence meaning), prosody (intonation and rhythm of speech), and pragmatics (effective use of language). “To
teach language to deaf children and youths." I believe that linguistic Competence is not at bottom something that
can be taught; rather, it must be learned (Chomsky, 1965).
II. Theoretical Challenges
In attempting to provide an integration of the empirical evidence relevant to language development among
children who are deaf, we have to recognize that what might seem to be dichotomies in language development
often represent two ends of a continuum. This is sometimes distinct from the mode of expressive or receptive
communication that parents or school staff/teachers would prefer for the child. Typically, sign language will be
the primary mode for deaf children who have deaf parents, whereas spoken language is more likely to be the
primary mode for deaf children of hearing parents independent of each child’s degree of hearing loss. Particular
deaf parents and deaf children with some residual hearing also benefit from spoken language while still using
sign language in some contexts. Similarly, even when deaf children are educated in spoken language
environments, systems of gestural communication may develop between parents and children (e.g. Greenberg,
Calderon, &Kusché, 1984).
II. Practical Challenges
children who are deaf are a heterogeneous group in terms of degree of hearing loss and age at which hearing
loss occurred. It is also difficult to make comparisons between educational programs emphasizing spoken
language and those emphasizing sign language (Everhart&Marschark, 1988).
III. Definition of language
Chomsky (1985), “Language primarily as the mental facility that allows humans to undertake linguistic
behavior, to learn languages and produce and understand utterances.”
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Sita Ram Pal et al., American International Journal of Research in Humanities, Arts and Social Sciences, 6(2), March-May, 2014, pp. 196199
Ferdinand de saussure (1990),“Language as a formal system of symbols governed by grammatical rules
combining particular signs with particular meanings. This definition stresses the fact that human languages can
be described as closed structural system consisting of rules that relate particular signs to particular meanings”.
IV. Objective of the study
The objective of the study are as follows:
1. To know the various teaching methods for the language development in children with hearing
impairment.
2. To understand the various teaching techniques for the language development in children with hearing
impairment.
3. To understand the various teaching approaches for the language development in children with hearing
impairment.
V. Justification of Review
Mnemonic devices supports to enhancing vocabulary as well as speech intelligibility of language (Richards
&Renandya, 2002). Hunt, (2008) suggest that a specific combination of processes is necessary for the
effectiveness of mnemonic instruction and use. The use of certain devices entails a certain level of language
proficiency. Students with different levels of proficiency may need different techniques. High- level students
may benefit more from verbal than visual devices. There are, however, a few studies done on mnemonic
devices, those focused on mnemonic devices have consistently indicated that the use of mnemonic devices
substantially enhances higher levels of retention in immediate and delayed recall of second language vocabulary
words in comparison with other learning strategies. Pressly et al (1981) studied on children 3 to 6 years of age
learning simple Spanish vocabulary items through keyword method. The results showed that children who used
the keyword method remembered more vocabulary than children who were not instructed in keyword method
usage. Another study by Roediger (1980) looked at the method of loci along with three other well-known
mnemonic methods. Results of the study revealed that all four mnemonic groups recalled the 20-word list better
than the control group.
VI. Meaning of Mnemonics
The word mnemonic is derived from the Greek word Mnemosyne, referring to the ancient Greek goddess of
memory. The use of mnemonic dates back to 500B.C (Yates, 1966). The first used mnemonic device was an
earlier form of the modern day method of loci and since then, numerous other devices have been developed
(Higbee, 1987).
Classification of Mnemonics: Mnemonic programmes have been differently classified by different scholars.
Thompson (1987), arranges mnemonic strategies into five classes; linguistics, spatial, visual, physical and verbal
methods etc.
VII. Types of Mnemonics
A.Linguistics Mnemonics:
1. Peg word method: Through peg word method unrelated items can be remembered easily by relating them to
easily memorizable items which act as pegs or hooks. Peg word method has two stages.
At first students are asked to remember 10 number-rhyme pairs like one is bun , two is shoe, three is tree ( in
my classes I usually continue it in this way: four is door, five is hive, six is cheeks, seven is heaven, eight is
gate, nine is pine, ten is hen).
Second stage the students are asked to visualize the word and try to link it to rhyming words. The words are,
therefore, learned in a composite picture of the given word and the peg (Mirhassani and Eghtesadei, 2007).E, G.
Second one is "feature", its peg according to the rhyme pairs can be “shoe” and the students can form a mental
picture in which some people are talking about the features of a kind of shoe.
2.The key word method: Key word method according to Hulstijn (1997) requires three stages. At first An L1 or
L2 word that has acoustic similarity to the target word is given to the learner to act as the key word, second
phrase and third sentence.
B. Spatial Mnemonics:
1. The loci method: Loci method is actually the oldest mnemonic device. Using this method entails imagining a
very familiar place like a room or a house and then associating each new word to a part of it to be remembered
(Eysenck, 1994; Mirhassani and Eghtesadei, 2007).
2. Spatial grouping: The idea behind this method is that instead of writing words in a column, students can be
asked to form patterns like a triangle with them. Writing words in the form of patterns help them recall the
words better (Holden, 1999).
3.Through this method student can be asked to associate each word with a finger. This method is especially
useful with children to learn numbers, days of the week and month of the year (Holden, 1999).
3. The finger method: Through this method students can be asked to associate each word with a finger. This
method is especially useful with children to learn numbers, days of the week and month of the year (Holden,
1999).
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C. Visual Mnemonics:
1. Pictures: New words are usually paired with their definitions or equivalents. They can be, however, better,
learned if they are paired with pictures (Thompson, 1987). Gians and Redman (1986) believe that objects and
pictures can facilitate recall. Wright (1989) also believes that meaning cannot be derived only from verbal
language.
2. Visualize: It is merely a tool for the understanding of spoken language in relation to situations, people and
things. Instead of using real pictures, this method allows a word to be visualized. The learner imagines a picture
or a scene which is associated with the target word. Abstract words can be learned.Through this method by
relating them to a visual picture (Mirhassani and Eghtesadei, 2007).
D.The Verbal Mnemonics:
1. Grouping or semantic organization: As organized materials are easier to store in and retrieve from long-term
memory, to organize the words in some fashion will enhance their recall (Anderson, 2000; Thomson, 1987).
2. Story-telling or the narrative chain: In this method the learner links the words together by a story. At first he
should associate the target words with a topic or some topics, and then he should connect them by making up a
story containing the words (Mirhassani and Eghtesadei, 2007).
3- Play/Drama: According to Piaget, “Play consists of responses for pure pleasure” and similarly the preschool
play way method is considered the most fun and effective methodology along with the project method and
lesson plans The attitude towards play is shifted, as scientist studies have shown the importance of play and how
play way methods can help child’s development when in kindergarten and preschool in India and around world
E. Physical Mnemonics:
According to this method the learner should move his body or parts of his body in a certain way that illustrates
the meaning of the word. If the target word is tiptoe, for example, the student can get up on his tiptoe and move
across the room. It can be imaginary too. It means that he can imagine the action of moving on his tiptoe
(Thompson, 1987; Holden, 1999).
F- Sensory Mnemonics:
Sense is a means of expression and of developing the ability to concentrate, observe and think is a language
experience. In tactile method Children enjoy feeling materials and matching them. The child is given an
opportunity to match the material through touch and sight.
G- Developmental Mnemonics:
The child’s creative effort is part of developmental process of early childhood. The activities provided for
through busy hands and colourful media offer many opportunities for expression, and for causal training in lip
reading, speech and language development.
H-Synergy mnemonics
: Creative cooperation is needed among the Director, Principal, Teacher, caregiver and parents to achieve the
optimum goal of the child. “Parents don't realize that unless children hear they will not talk. Often doctors don't
inform them about the importance of the first three years in acquiring verbal language skills”.
VIII. Effectiveness of Mnemonics
A lot of studies have focused on the recognition and instruction of language learning strategies in general and
vocabulary in particular. Mnemonic devices can be very effective and can make the students motivated and the
classroom more interesting (Georger, 1997).
IX. Limitations of Mnemonic
There are, however, some points that interested teachers should consider:
1) Learners themselves should be encouraged to find their mnemonic devices.
2) It is not often possible to use certain mnemonic devices with certain words.
3) The use of certain devices entails a certain level of proficiency.
4) Students should be encouraged to evaluate their own techniques and finally
5) When certain strategies are agreed up on, the teacher should instruct the strategy and its importance and
effectiveness (Mirhassani and Eghtesadei, 2007).
X. Conclusion
Research on the effectiveness of mnemonic strategies has consistently proved their usefulness, it, however,
recommends language teachers not to present words in isolation, but rather use these devices in contextual
vocabulary learning. The choice of strategies, however, depends on the students’ proficiency and learning style
(Coady and Huckin, 1997; Thompson, 1987; Holden, 1999; Mirhassani and Eghtesadei, 2007).
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