Should EFL Teachers Present Vocabulary in Semantically Related Sets?

• Autores: Amparo Lázaro Ibarrola , María Ángeles Hidalgo Gordo
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 25-40
• Idioma: inglés
• DOI: 10.30827/digibug.53761
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2    3 (pdf) 
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La enseñanza de vocabulario agrupado en campos semánticos es práctica habitual en el aula de inglés como lengua extranjera. En este estudio se compara esta técnica con su contraria, la presentación de vocabulario no relacionado, con dos grupos de alumnos de un instituto. Tras presentar las palabras con ambas técnicas los alumnos completaron un post-test. Los resultados muestran la efectividad de ambas técnicas pero con una ligera ventaja para la enseñanza de vocabulario no relacionado semánticamente.

  • English

    Teaching vocabulary in semantically related sets is common practice among EFL teachers. The present study tests the effectiveness of this method by comparing it to the alternative technique: presenting vocabulary in an unrelated way. In the study two intact classes of Spanish learners of English in high-school were presented with a set of unrelated and related words and were then asked to complete a post-test to measure the impact of both techniques on learning. The results indicate that, while both techniques successfully help the learners to acquire new words, presenting words in unrelated sets seems to be more effective.

• Referencias bibliográficas
  • Aitchison, J. (1994) (2nd edition). Words in the Mind: An Introduction to the Mental Lexicon. Blackwell Publishers, Great Britain.
  • Aitchison, J. (1996). “Taming the wilderness: words in the mental lexicon”, in G.M. Anderman and M.A. Rogers (eds.), Words, Words, Words:...
  • Allen, J. (1999). Words, Words, Words. Maine: Stenhouse Publishers.
  • Anderson, M.C. (2003). “Rethinking interference theory: executive control and the mechanisms of forgetting”, in Journal of Memory and Language,...
  • Bogaards, P. and Laufer, B. (eds.) (2004). Vocabulary in a Second Language: Selection, Acquisition and Testing. Benjamins, Amsterdam.
  • Çalişkana, M. & Sünbül, A. M. (2011). “The effects of learning strategies instruction on me tacognitive knowledge, using metacognitive...
  • Channell, J. (1981). “Applying semantic theory to vocabulary teaching”, in ELT Journal, 37, 2: 115-22.
  • Coady, J. and Huckin, T. (eds.) (1997). Second Language Vocabulary Acquisition: a Rationale for Pedagogy. Cambridge University Press, Cambridge.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University...
  • Erten, I.H. and Tekin, M. (2008). “Effects of vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated...
  • Finkbeiner, N. and Nicoll, J. (2003). “Semantic category effects in second language word leaning”, in Applied Psycholinguistics, 24: 369-383.
  • Folse, K.S. (2004). Vocabulary Myths: Applying Second Language Research to Classroom Teaching. University of Michigan Press, Michigan.
  • Grandy, R.E. (1992). “Semantic fields, prototypes, and the lexicon”, in A. Lehrer and E.F. Kittay (eds.), Frames, Fields, and Contrasts: New...
  • Hashemi, R.H. and Gowdasiaei, F. (2005). “An attribute-treatment interaction study: lexical-set versus semanticallyunrelated vocabulary instruction”,...
  • Haycraft, J. (1993). An Introduction to English Language Teaching. Malaysia: Longman.
  • Jullian, P. (2000). “Creating word meaning awareness”, in ELT Journal, 54, 1: 37-46.
  • Khalil, A. (2005). “Assessment of language learning strategies used by Palestinian EFL learners”, in Foreign Language Annals, 38, 1: 108-119.
  • Nemati, A. (2009). “Memory vocabulary learning strategies and long-term Retention”, in International Journal of Vocational and Technical Education,...
  • Papathanasiou, E. (2008). “An investigation of two ways of presenting vocabulary”, in ELT Journal 63, 4: 313-22.
  • Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
  • Richards, J.C. and Renandya, W.A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University...
  • Schneider, V.I.; Healy, A.F. and Bourne, L.E. (1998). “Contextual interference in foreign language vocabulary acquisition and retention”,...
  • Seal, B.D. (1991). “Vocabulary learning and teaching”, in M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. USA: Heinle...
  • Shapiro, A. M., & Waters, D. L. (2005). “An investigation of the cognitive processes underlying the keyword method of foreign vocabulary...
  • Stoller, F.L. and Grabe, W. (1995). “Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research”, in T. Huckin,...
  • Tinkham, T.N. (1993). “The effects of semantic and thematic clustering on the learning of second language vocabulary”, in System, 21, 3: 371-80.
  • Tinkham, T.N. (1997). “The effects of semantic and thematic clustering on the learning of second language vocabulary”, in Second Language...
  • Tseng, W.-T, Dornyei, Z., & Schmitt, D. (2006). “A new approach to assessing strategic learning: The case of self-regulation in vocabulary...
  • Waring, R. (1997). “The negative effects of learning words in semantic sets: A replication”, in System, 25, 2: 261-274.
  • Wharton, S. and Race, P. (1999). 500 Tips for TESOL. Kogan Page, Great Britain.
  • Willis, D. and Willis, J. (2007). Doing task-based teaching. A practical guide to task-based teaching for ELT training courses and practising...
  • Xhaferi, B. & Xhaferi, G. (2008). Vocabulary learning strategies used by students at SEEU in terms of gender and teachers’ attitudes toward...
  • Zhi-liang1’s, L. (2010). “A Study on English Vocabulary Learning Strategies for Non-English Majors in Independent College”, in Cross-Cultural...