Using the keyword method in the classroom: Is the interacting imagery necessary?

The Keyword Method (KWM) is one of the most extensively researched methods used in foreign language vocabulary learning. However, evidence for its successful classroom application is limited and research results are mixed. This paper reports two experiments using a simple teacher-friendly procedure in which assessment of the KWM on Romanian speaking subjects was used for the first time. Results indicate that showing simultaneously a picture for a new L2 vocabulary word and one for the keyword increases retention, even when pictures show no interaction of keyword and target word meanings when applied in elementary (studies 1 and 2) and middle school classrooms (study 2). The outcome of this research may benefit teachers and support immediate and long-term efficiency of the KWM.