Using Semantic Mapping Technique in Vocabulary Teaching at Pre-Intermediate Level

DİLEK, Yeşim; Yürük, Nurcihan

doi:10.1016/j.sbspro.2013.01.221

Cited by 26 publications

(34 citation statements)

References 3 publications

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“…Moreover, this finding is verified from the research finding which was conducted by the previous researches. First, research conducted by Dilek and Yuruk (2012). The result of study revealed that semantic mapping strategy can improve students' vocabulary knowledge through this study.…”

Section: Discussionmentioning

confidence: 81%

Semantic Mapping Strategy on Students’ Vocabulary Learning Result

Na¹,

Na²

2019

lingua

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This research entitled “The Effect of Semantic Mapping Strategy on Students’ Vocabulary Learning Resultat the Grade Ten of SMK Pusaka 1 in Academic Year of 2017/2018” principally aims to investigate whether or not Semantic Mapping Strategy significantly affects on Students’ Vocabulary Learning Result. The research samples were taken using cluster random sampling, with the total number of samples being 72 students. The location of this research was SMKPusaka 1 Jakarta. The research methodology adopted was true experimental method, with the research design being randomized post-test only control group design. To collect the data, the students were given objective test, numbering 30 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant difference of post-test score between the students who received Semantic Mapping Strategy and students who did not receive Semantic Mapping Strategy. It can be seen from the data analysis using ANOVA that showed Fobserved (7.801) is higher than the critical value of Ftable (at the significant level of 0.05 and df = 1/70), namely 3.96. It means that Semantic Mapping Strategy has significant effect on Students’ Vocabulary Learning Result.

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Section: Discussionmentioning

confidence: 81%

Semantic Mapping Strategy on Students’ Vocabulary Learning Result

Na¹,

Na²

2019

lingua

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“…Reviews on vocabulary learning suggest that almost any technique which draws attention to word parts or word meanings has a positive effect on word acquisition. According to Dilek and Yürük (2013), when individuals are presented with new concepts, these concepts will not be explicitly understood until they are linked in a meaningful way to pre-existing concepts. For example, if someone learns the word 'terrified', it is important to help the learner forms a connection with other relevant words that share similar forms such as 'horrified' and 'petrified'.…”

Section: Introductionmentioning

confidence: 99%

Lexical Access Patterns of Second Language Speakers of English

Zolkapli

Salehuddin

2019

gema

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Vocabulary plays a major role in concept formation, acculturation, articulation, and all aspects of learning. Unfortunately, although learners may have internalized complex vocabulary through formal learning, they may not have the ability to retrieve known words and concepts or have access to the right words, or lexical access, effectively. This study explores the lexical access patterns of second language speakers of English (ESL). Fifty students from the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, participated in this research. Twenty-five represented the more proficient ESL speakers whereas the other 25 represented the less proficient ESL speakers. Four pieces of paper, each with a high-frequency word (i.e., "man", "people", "time", "day") printed at the centre of the paper, were distributed to the participants as stimuli for them to create four sets of semantic maps. This paper thus presents a qualitative analysis of the semantic mapping of the word "man" and results show that English language proficiency does affect the way participants activate the words from their mental lexicon. The frequency of the words that were activated from the word "man" in the participants' environment also affects the mapping. The semantic maps produced by the participants reflect ESL speakers' pattern of lexical access, particularly in the manner the words are categorised in their mental lexicon. This study proposes that semantic mapping activity can be used to reflect and analyse ESL speakers' vocabulary development, as well as to reflect ESL speakers' weaknesses in accessing words and their thought patterns in the English language.

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“…Semantic mapping helps the students to activate their background knowledge before reading, monitor their comprehension when they are reading, and evaluate their comprehension after reading. Two previous studies have shown that teachers can improve students' language proficiency, especially vocabulary, through semantic mapping (Dilek & Yuruk, 2012;Zahedi & Abdi, 2012). It is believed that mastering vocabulary helps a lot in reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

Mind Mapping vs Semantic Mapping: Which Technique Gives EFL Learners more Benefits in Reading Comprehension?

Khatimah¹,

Rachman²

2018

jees

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This research aimed at comparing mind mapping technique and semantic mapping technique in teaching reading comprehension. It was intended to find out which technique (mind mapping or semantic mapping) was more effective to strengthen the reading comprehension and which technique was more interesting in learning process to the second graders of SMAN 5 Makassar, South Sulawesi, Indonesia. It was an experimental research. There are two classes taken as sample, XI IPA1as experimental 1 class, and XI IPA2 as experimental 2 class. Researcher collected the data through reading test and questionnaire as research instrument. The result revealed that (1) students obtained higher score after being taught under mind mapping technique as opposed to those who studied under semantic mapping technique (2) students who studied narrative text under mind mapping technique showed great reading interest.

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Using Semantic Mapping Technique in Vocabulary Teaching at Pre-Intermediate Level

Cited by 26 publications

References 3 publications

Semantic Mapping Strategy on Students’ Vocabulary Learning Result

Semantic Mapping Strategy on Students’ Vocabulary Learning Result

Lexical Access Patterns of Second Language Speakers of English

Mind Mapping vs Semantic Mapping: Which Technique Gives EFL Learners more Benefits in Reading Comprehension?

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