The Effect of Semantic and Thematic Lists on EFL Learners’ Vocabulary Retention: Self-regulatory Behaviors Compared

Mevcut çalışma,semantik ve tematik kümelemenin İranlı öğrencilerin kelime edinimleri üzerindeki uzun ve kısa dönemli etkilerinin karşılaştırılmasını hedeflemiştir. Çalışma aynı zamanda, bu kümeleme tiplerinin öğrencilerin öz-düzenleyici davranışları üzerindeki etkilerini değerlendirmek için bir deneme idi. Dil öğrencilerinden oluşan iki gruptan iki kelime listesini çalışmaları istendi, biri semantik (N=30) ve diğeri tematik (N=30) kümeler. Katılımcılar, kelimelerin anlamlarını ve Persçe mudaillerini içeren kelime listelerine çalışmayı bitirdikten sonra, kelime listeleri toplandı ve daha sonra katılımcılara Persçe muadilleri olmayan aynı kelimelerin bir listesi verildi. Kağıtları, kısa dönem etkileri gözlemlemek ve aynı zamanda iki hafta sonra da uzun dönemli etkileri gözlemlemek için topladıktan sonra, katılımcılardan muadilleri doğru bir biçimde sunmaları istendi. İstatistiksel analizlerin sonuçları gösterdi ki, katılımcılar semantik listeden olduğu kadar tematik listeden kelimeleri de hatırladılar. Dahası, kümeleme tiplerine karşı kendi öz-düzenleyici davranışları aynı kaldı

EFL Öğrencilerin Kelime Kalıcılığı Üzerine Semantik ve Tematik Listelerin Etkisi: Öz-Düzenleyici Davranışların Karşılaştırılması

The present study aimed to compare the long-term and short-term effects of semantic and thematic clustering on Iranian learners’ vocabulary acquisition. The study was also an attempt to evaluate the effects of these clustering types on learners’ self-regulatory behaviors. Two groups of language learners were asked to study two word lists, one semantic (N=30) and the other thematic (N=30) clusters. After the participants finished studying the word lists that contained the definition of words and Persian equivalents, the word lists were collected and then they were given a list of the same words without the Persian equivalents. The participants were asked to provide the equivalents right after collecting the papers to consider short-term effects and also two weeks later to consider long-term effects. Results of statistical analyses showed that participants recalled the words from the thematic list as well as from the semantic list. Moreover, their self-regulatory attitudes towards the clustering types remained the same

PDF

___

Al-Jabri, S. S. (2005). The effects of semantic and thematic clustering on learning English vocabulary by Saudi Students. Unpublished doctoral dissertation. Indiana University of Pennsylvania.
Amer, A. A. (1986). “Semantic Field Theory and Vocabulary Teaching”. English Teaching Forum, 24 (1), 30-31.
Barcroft, J. (2009). “Effects of Synonym Generation on Incidental And Intentional L2 Vocabulary Learning During Reading”. TESOL Quarterly, 43 (1), 79-103.
Bruton, A., López, M. G., & Mesa, R. E. (2011). “Incidental L2 Vocabulary Learning: an Impracticable Term?”. TESOL Quarterly, 45, 759-768.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and Context in Language Teaching. New York: Cambridge University Press.
Crow J. T., & Quigley, J. R. (1985). “A Semantic Field Approach to Passive Vocabulary Acquisition for Reading Comprehension”. TESOL Quarterly, 19 (3), 497-513.
Crowder, R.G. (1976). Principles of Learning and Memory. Hillsdale, NJ: Lawrence Erlbaum Associates.
DeKeyser, R. (2003). “Implicit and Explicit Learning”. Eds. C. Doughty, & M. Long. Handbook of Second Language Acquisition, 313-348. Oxford: Blackwell.
Dunbar, S. (1992). “Developing Vocabulary by Integrating Language and Context”. TESL Canada Journal, 9 (2), 73-79.
Erten, I. H., & Tekin, M. (2008). “Effects of Vocabulary Acquisition of Presenting New Words in Semantic Sets Versus Semantically Unrelated Sets”. System, 36 (3), 407-22.
Eysenck, M. W. (1979). “Depth, Elaboration, and Distinctiveness”. Eds. S. Laird, Cermak, I., & M. Fergus. Levels of Processing in Human Memory, 189-215. Hillsdale, NJ: Lawrence Erlbaum Associates.
Fillmore, C. J., & Atkins, B. T. (1992). “Toward a Frame-Based Lexicon: the Semantics of RISK and Its Neighbors”. Eds. Lehrer, A., & Kittay, E. F. Frames, Fields, and Contrasts, 75-102. Hillsdale, NJ: Erlbaum.
Finkbeiner, M., & Nicol, J. (2003). “Semantic Category Effects in Second Language Word Learning”. Applied Psycholinguistics, 24, 369-383.
Gairns, R., & Redman, S. (1986). Working With Words. Cambridge: Cambridge University Press.
Gass, S. (1999). “Incidental Vocabulary Learning”. Studies in Second Language Acquisition, 21 (2), 319-333.
Healey, D. (2000). “Approaches to Teaching Vocabulary, English Language Institute”. Eds. D. Healey, & L. E. Bourne. Foreign language Learning, 89-93. Hillsdale, NJ: Lawrence Erlbaum Associates.
Higa, M. (1963). “Interference Effects of Intra-List Word Relationships in Verbal Learning”. Journal of Verbal Learning and Verbal Behavior, 2, 170–175.
Hoshino, Y. (2010). “The Categorical Facilitation Effects on L2 Vocabulary Learning in A Classroom Setting”. RELC Journal, 41 (3), 301-312.
Hulstijn, J. H. (1992). “Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning”. Eds. P. J. L. Arnaud, & H. Bejoint. Vocabulary and Applied Linguistic, 113- 125 London: Macmillan.
Hulstijn, J. H. (2001). “Intentional and Incidental Second Language Vocabulary Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity”. Ed. P. Robinson. Cognition and Second Language Instruction, 258-286 Cambridge University Press.
Hunt, R. R., & Worthen, J. B. (2006). Distinctiveness and Memory. Oxford: Oxford University Press.
Knight, S. (1994). “Dictionary Use While Reading: The Effects on Comprehension and Vocabulary Acquisition for Students of Different Verbal Abilities”. Modern Language Journal, 78, 285-298.
Krashen, S. (1989). “We acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis”. The Modern Language Journal, 24, 237-270.
Kroll, J. F., & Curley, J. (1988). “Lexical Memory in Novice Bilinguals: The Role of Concepts in Retrieving Second Language Words”. Eds. M. Gruneberg, P. Morris, & R. Sykes. Practical Aspects of Memory, 389-395. London: Wiley.
Kroll, J. F., & Stewart, E. (1994). “Category Interference in Translation and Picture Naming: Evidence for Asymmetric Connections Between Bilingual Memory Representations”. Journal of Memory and Language, 33 (2), 149-174.
Marzano, R. J., & Marzano, J. S. (1988). A Cluster Approach to Elementary Vocabulary Instruction. Newark, DE: International Reading Association.
Meara, P., & Fitzpatrick, T. (2000). “Lex 30: An Improved Method of Assessing Vocabulary in an L2”. System, 28, 19-30.
Miller, G. A., & Gilda, R. P. M. (1987). “How Children Learn Words”. Scientific American, 8, 86-1.
Mirjalali, F., Jabbari, A. A., & Rezai, M. J. (2012). “The Effect of Semantic and Thematic Clustering of Words on Iranians Vocabulary Learning”. American International Journal of Contemporary Research, 2 (2), 214-222.
Motallebzadeh, K., & Heirany, N. (2011). “Thematic Clustering Of L2 Vocabularies: A Technique for Improving Reading Comprehension Ability of Iranian Intermediate EFL Adult Learners”. Iranian EFL Journal, 7, 1-15.
Murdock, B. B. (1962). “The Serial Position Effect in Free Recall”. Journal of Experimental Psychology, 64, 482-488.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Paribakht, T. S., & Wesche, M. (1997). “Vocabulary Enhancement Activities and Reading for Meaning İn a Second Language Vocabulary Acquisition”. Eds. J. Coady, & T. Huckin, 174-200. Second Language Vocabulary Acquisition. NY: Cambridge University Press.
Parry, K. (1997). “Vocabulary and Comprehension: Two Portrait”. Eds. J. Coady, & T. Huckin. Second Language Vocabulary Acquisition: A Rationale for Pedagogy, 55-68. Cambridge University Press.
Prince, P. (1996). “Second Language Vocabulary Learning: The Role of Context Versus Translations as a Function of Proficiency”. Modern Language Journal, 80, (4), 478-493.
Read, J. (2004). “Research in Teaching Vocabulary”. Annual Review of Applied Linguistics, 24 (1), 146- 161.
Sanaoui, R. (1995). “Adult Learners’ Approaches to Learning Vocabulary in Second Languages”. The Modern Language Journal, 79, 15-28.
Seal, B. D. (1991). “Vocabulary Learning and Teaching”. Ed. M. Celce-Murcia. Teaching English as a Second or Foreign Language, 296-311. Heinle and Heinle Publishers.
Segal, M. A., & Mandler, G. (1967). “Directionality and Organizational Processes in Paired-Associate Learning”. Journal of Experimental Psychology, 74, 305-312.
Schmitt, N. (1999). “The Relationship Between TOEFL Vocabulary Items and Meaning, Association, Collocation and Word-Class Knowledge”. Language Testing, 16, 189-216.
Tagashira, K., Kida, S., & Hoshino, Y. (2010). “Hot or gelid? The Influence of L1 Translation Familiarity on the Interference Effects in Foreign Language Vocabulary Learning”. System, 38 (3), 412-421.
Tinkham, T. (1993). “The Effect of Semantic Clustering on the Learning of Second Language Vocabulary”. System, 21 (3), 371-80.
Tinkham, T. (1997). “The Effects of Semantic and Thematic Clustering on the Learning of Second Language Vocabulary”. Second Language Research, 13 (2), 138-63.
Tulving, E. (1968). “Theoretical Issues in Free Recall”. Eds. T. R. Dixon, & D. L. Horton. Verbal Behavior and General Behavior Theory. Englewood Cliffs, NJ.: Prentice-Hall.
Waring, R. (1997). “The Negative Effects of Learning Words in Semantic Sets: A replication”. System, 25 (2), 261-74.