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This paper reports un an experiment lo which the long-term effects of the rote and the combined context/keyword methods on the receptive and productive learning of 15 English nouns by a group of college EFL learners were compared Participants receptive and productive recall were assessed either immediately after the treatment nr a week later. The results showed that both methods were equally effective in enhancing recall of the Spanish word given its English equivalent (receptive recall), but that rote led to superior recall of English equivalents of Spanish words (productive recall). Lack of un optimal time lo create and rehearse the images and students maturity and experience as EFL learners are discussed as possible factors diminishing the effect of the context/ keyword method.
