The Effect of Bilingual-Word-List versus Semantic Network Practices on EFL Lexical Competence
Article Sidebar
PDF downloads: 51
XML-Crossref downloads: 6
Crossref Citations: 1
Main Article Content
Abstract
Introduction: The crucial role of lexis over other language elements in language learning prompts the argument of finding the most suitable way to enhance vocabulary learning among the studies in the educational arena. Among various word learning strategies, semantic network practices have received the least attention from researchers. Accordingly, the present follow-up study aimed to touch upon effective vocabulary learning, in general, and compare semantic network practices with the most common learning strategy implemented by EFL learners (learning from bilingual word lists), in particular.
Methodology: The project investigated the effectiveness of the two treatments among 114 EFL university students of both genders who were assigned to two experimental groups to receive the treatments and the third group of 43 EFL learners as the control group. Word Associates Test (WAT) and Original Levels Test (OLT) were administered as pre-tests to research subjects. The participants in experimental groups received four pamphlets every other week. After eight weeks, the WAT and OLT were re-administered to the same sample as the post-tests to check the effect of the treatments on the breadth and depth of vocabulary knowledge.
Results: The comparative results indicated that both treatments had significant effects on the depth and breadth of vocabulary knowledge. The obtained results of the post-tests revealed the stronger role of semantic network practices on the depth of vocabulary knowledge than bilingual word lists. The comparisons of the mean scores of synonyms and collocations of WAT post-test in experimental groups indicated that class A (an experimental group who received sematic network practices) significantly outperformed class B (an experimental group who received bilingual word lists) in collocations.
Conclusion: The study concluded that the FL learners’ mastery of new vocabulary knowledge is possible through obtaining a deep understanding of the acquired words.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Batty, O. (2007). Vocabulary depth in written and oral assessment. In JALT 2006 conference proceedings (pp. 1100-1108).
Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407-428. https://doi.org/10.1037/0033-295X.82.6.407
Delik, Y., & Yuruk, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. Social and Behavioral Sciences, 70, 153-1544. https://doi.org/10.1016/j.sbspro.2013.01.221
Deyne, S. D., Navarro, D. J., & Storms, G. (2013). Better explanations of lexical and semantic cognition using networks derived from continued rather than single-word associations. Behavior Research Methods, 45, 480-498. http://doi.org/10.3758/s13428-012-0260-7
Heimlich, J. E., & Pittelman, S.D. (1986). Semantic Mapping: Classroom Applications. Delaware: International Reading Association. https://eric.ed.gov/?id=ED274959
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317. https://doi.org/10.1017/S0272263199002089
Hummel, K. M. (2010). Translation & short-term L2 vocabulary retention: Hindrance or help? Language Teaching Research, 14(1), 61-74. http://doi.org/10.1177/1362168809346497
Karami, H. (2012). The development and validation of a bilingual version of the vocabulary size test. RELC Journal, 43(1), 53-67. https://doi.org/10.1177/0033688212439359
Laufer, B. (1996). The lexical threshold of second language reading comprehension what it is and how it is related to L1 reading ability. In K. Sajavaara & C. Faiweather (Eds.), Approaches to second language acquisition (pp. 55-62). Finland: University of Jivaskila.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: same or different? Applied Linguistics, 19(2), 255-272.
Liu, Na., & Nation, P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16, 33-42. https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/paul-nations-publications/publications/documents/1985-Liu-Na-Guessing.pdf
Long, M. H., & Richards, J. C. (2007). Series editors’ preface. In H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp. 12-13). Cambridge University Press. https://uwe-repository.worktribe.com/output/1024913/modelling-and-assessing-vocabulary-knowledge
Marzban, A., & Hadipour, R. (2012). Depth vs. breadth of vocabulary knowledge: assessing their roles in Iranian intermediate EFL students’ lexical inferencing success through reading. Social and Behavioral Sciences, 46, 5296-5300. http://doi.org/10.1016/j.sbspro.2012.06.426
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjaer & J. Williams (Eds.), Competence and performance in language learning (pp. 35-53). New York: Cambridge University Press. https://www.lognostics.co.uk/vlibrary/meara1996a.pdf
Milton, J. (2008). Vocabulary uptake from informal learning tasks. Language Learning Journal, 36(2), 227-237.
Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387-401. https://doi.org/10.1111/j.1540-4781.2006.00431.x
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston, Mass: Heinle and Heinle Publishers.
Nation, I. S. P. (2001). Learning vocabulary in another language. (pp. 2-4). Cambridge University Press. https://doi.org/10.1017/9781009093873
Nation, I. S. P. (2006). ‘How large a vocabulary is needed for reading and listening?’ The Canadian Modern Language Review, 63(1), 59-82. https://www.lextutor.ca/cover/papers/nation_2006.pdf
Nelson, D. L., Kitto, K., Galea, D., Mc Evoy, C. L., & Bruza, P. D. (2013). How activation, entanglement, and searching a semantic network contribute to event memory. Memory and Cognition, 41(6), 797-819. http://doi.org/10.26386/obrela.v4i3.15
O’Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/ CBO9781139524490
Paribakht, T. S., & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise type. The Canadian Modern Language Review, 52, 155-178. https://files.eric.ed.gov/fulltext/ED369291.pdf
Pulido, D. (2007). The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics, 28(1), 66-86. https://doi.org/10.1093/applin/aml049
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Reviews, 56, 282-307. https://doi.org/10.3138/cmlr.56.2.282
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning 52(3), 513-536. https://doi.org/ 10.1111/1467-9922.00193
Qian, D. D. & Schedl, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28-52. https://doi.org/10.1191/0265532204lt273oa
Read, J. (1993). The development of new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355-371. https://doi.org/ 10.1177/026553229301000308
Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. J. Kunnan (Ed.), Validation in language assessment (pp. 41-60). Mahwah, N. J. Lawrence Erlbaum Associates. https://psycnet.apa.org/record/1998-06667-002
Read, J. (2000). Assessing vocabulary. Cambridge University Press. DOI: 10.1017/CBO9780511732942
Read, J. (2014). Second language vocabulary assessment. Language Teaching, 46, 41–52.
Richard, J. P. J. (2011). Does size matter? The relationship between vocabulary breadth and depth. Sophia International Review, 33, 107-120.
Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10, 77-89. https://doi.org/10.2307/3585941
Schmitt, N., Ching Ng, J. W., & Garras, J. (2011). The word associates format validation evidence. Language Testing, 28 (1), 105-126.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the vocabulary levels test. Language Testing, 18(1), 55-88. https:// doi.org/10.1177/026553220101800103
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135-138. https://doi.org/10.5539/ass.v4n12p135
Traxler, M. J. (2012). Introduction to psycholinguistics understanding language science. Wiley-Blackwell. https://b2n.ir/e74086
Tuan, L. T. (2011). An empirical research on self-learning vocabulary. Theory and Practice in Language Studies, 1(12), 1688-1695. http://www.academypublication.com/issues/past/tpls/vol01/12/03.pdf
Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.
Yamamoto, Y. (2014). Multidimensional vocabulary acquisition through deliberate vocabulary list learning. System, 42, 232-243. https://doi.org/10.1016/j.system.2013.12.005