Lakhasly

Memory and remembering are the most crucial part of the learning process.Lack of focus on English for Specific Purposes (ESP) at many specialized departments at the university level, especially on technical vocabulary (Tech.voc.), might be attributed to the insufficiency of an academic and formal framework for a course that comprises Memory Strategies (MSs) in the teaching/learning process.There were statistically significant differences between the results of the EG's post-tests by finding the Means and Standard deviation, which outweighs the achievement of the CG. In addition, statistical analysis in this study identified the most effective strategy (Elaboration, Semantic Mapping.The study findings revealed that the EG outperformed the CG after implementing MSs and VLSs in developing their memory capacity enabling them to remember the new Tech.voc.It is an empirical endeavour that majorly aims at highlighting the role of implementing Memory Strategies (MSs) and Vocabulary Learning Strategies (VLSs) in teaching university Ss Tech.As a result, the use of MSs, VLSs and Reorientation Strategy is recommended to improve retention and retrieval of newly learned Tech.voc.Quasi- experimental research was adopted.voc.

Memory and remembering are the most crucial part of the learning process. According to psychologists and educators, it is the cornerstone or fundamental aspect of any teaching/ learning process. All subsequent mental processes are only feasible if the essential knowledge can be retrieved at the time. Lack of focus on English for Specific Purposes (ESP) at many specialized departments at the university level, especially on technical vocabulary (Tech.voc.), might be attributed to the insufficiency of an academic and formal framework for a course that comprises Memory Strategies (MSs) in the teaching/learning process. Teachers (Ts) of the specialized subjects like (Marketing or Microeconomic) often suffer from spending too much time of the academic course defining and explaining the Tech.voc. rather than explaining and discussing the intended and planned subject. Having a course that focus on Tech.voc. for university students is a dire requirement for the rapid enhancement of energetic and motivating strategies to build a basic knowledge of any specialization. This would facilitate the students mission to comprehend new vocabulary on their major. As a result, it is inadequate for Ss only to read, define and dictate Tech.voc. from their textbooks in the classroom, they should also learn how to memorize them in order to understand and use them in their specialized subjects, academic life and their professional life after graduation. The present study is an experimental design. It is an empirical endeavour that majorly aims at highlighting the role of implementing Memory Strategies (MSs) and Vocabulary Learning Strategies (VLSs) in teaching university Ss Tech. voc as well as investigating the effect of MSs and VLSs on university Ss' outcome in retaining and retrieving Tech.voc. The central questions addressed in this research are as follows: Are there any significant differences in the Mean Scores between the post- tests of the Control Group(CG) and the Experimental Group (EG) in using both MSs and VLSI? Are there any significant differences in the Mean Scores between the post-tests of the CG and the EG in using Tech.voc.? Does implementing memory- based strategies to teaching English Tech. voc. better help Ss retain and retrieve the Tech.voc. taught? And How can MSs be integrated into VLSs to ensure the retention of English Tech.voc.by Iraqi Ss at the university level? Accordingly, it is hypothesized that implementing MSs will better help Ss retain and retrieve Tech. voc.In the current study, pre-and post-tests were utilized as an instrument. Quasi- experimental research was adopted. A Statistical Package for Social Sciences (SPSS version 26) was mainly used to verify the hypotheses proposed. The study findings revealed that the EG outperformed the CG after implementing MSs and VLSs in developing their memory capacity enabling them to remember the new Tech.voc. items that have been taught through the experiment and which are the core objective of the current study. There were statistically significant differences between the results of the EG's post-tests by finding the Means and Standard deviation, which outweighs the achievement of the CG. In addition, statistical analysis in this study identified the most effective strategy (Elaboration, Semantic Mapping. Grouping. Reorientation and Reviewing well) then comes the least (Consulting Lland L.2) and the least (Using Context). Besides, the analysis showed the degree to which the test items were normally distributed. As a result, the use of MSs, VLSs and Reorientation Strategy is recommended to improve retention and retrieval of newly learned Tech.voc. In addition, making a word list strategy had an effective supporting impact on Ss' performance in retaining and retrieving the targeted vocabulary.