Semantic Categories and Context in L2 Vocabulary Learning  

Oleh:

Bolger, Patrick

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 61 no. 2 (2011), page 614-646.
Topik: vocabulary; context; semantics; eye movements; teaching methods
Fulltext: Volume 61, issue 2 (June 2011), p. 614-646.pdf (339.11KB)

Isi artikel

This article extends recent findings that presenting semantically related vocabulary simultaneously inhibits learning. It does so by adding story contexts. Participants learned 32 new labels for known concepts from four different semantic categories in stories that were either semantically related (one category per story) or semantically unrelated (four categories per story). They then completed a semantic-categorization task, followed by a stimulus-match verification task in an eye-tracker. Results suggest that there may be a slight learning advantage in the semantically unrelated condition. However, our findings are better interpreted in terms of how learning occurred and how vocabulary was processed afterward. Additionally, our results suggest that contextual support from the stories may have surmounted much of the disadvantage attributed to semantic relatedness.

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