This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Theoretical Framework for Vocabulary Knowledge and Learning
    2.2. Vocabulary Learning Strategy
    2.3. Multisensory Vocabulary Learning Strategies
3. METHODOLOGY
    3.1. Instruments
    3.2. Data Collection
    3.3. Data Analysis
4. RESULTS
    4.1. Effects of Multi-sensory Memory Strategies on Learning L2Vocabulary Meaning
    4.2. Effects of Multi-sensory Memory Strategies on Learning L2Vocabulary Pronunciation
5. CONCLUSION

• Migyeong Jang(English Teacher, Pungsan Middle School)
• YiBoon Chang(Lecturer, College of Engineering, Seoul National University; 1 Gwanak-ro, Gwanak-gu, Seoul 08826, Korea) Corresponding author