the effects of semantic clustering and thematic clustering on l2 lexical learning.docx

the effects of semantic clustering and thematic clustering on l2 lexical learning.docx

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theeffectsofsemanticclusteringandthematicclusteringonl2lexicallearning

TheEffectsofSemanticClusteringandThematicClusteringonL2LexicalLearning

TheEffectsofSemanticClusteringandThematicClusteringonL2LexicalLearning

　　Abstract:

Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge（orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation）toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.

　　Keywords:

Multi-dimensionalvocabularyknowledgeframework;modesofwordpresentation;thematicclustering,semanticclustering

　　ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”（ProjectID:

13YJC740100）andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”（ProjectID:

GLY2012035）

　　0Introduction

　　Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.

　　Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind.　　Abstract:

Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge（orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation）toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.

　　Keywords:

Multi-dimensionalvocabularyknowledgeframework;modesofwordpresentation;thematicclustering,semanticclustering

　　ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”（ProjectID:

13YJC740100）andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”（ProjectID:

GLY2012035）

　　0Introduction

　　Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.

　　Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind.　　Abstract:

Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge（orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation）toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.

　　Keywords:

Multi-dimensionalvocabularyknowledgeframework;modesofwordpresentation;thematicclustering,semanticclustering

　　ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”（ProjectID:

13YJC740100）andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”（ProjectID:

GLY2012035）

　　0Introduction

　　Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.

　　Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind.　　Abstract:

Thepresentstudyattemptsto