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毕业论文关键词：干扰理论；语义相关；语义无关；词汇习得
Contents
1. Introduction 1
1.1 Researches Abroad 1
1.1.1 Arguments for Presenting Vocabulary in Semantic Sets 1
1.1.2 Arguments against Presenting Vocabulary in Semantic Sets 2
1.1.3 The Problems Existing in Previous Studies 4
1.1 Researches at Home 4
2. Research 6
2.1 Research Questiones and Hypothesis 6
2.2 Experiment 6
2.2.1 Participants 6
2.2.2 Materials and Instruments 6
2.2.3 Procedure 7
3. Results 9
3.1 Effects of Vocabulary Presentation 9
3.2 Length of Test Completion 11
4. Discussion 13
4. Conclusion and implications 14
Appendix A. Sets of Words Used in the Experiment 16
Appendix B. A sample of flashcards used in the experiment 17
References 18
1. Introduction
Vocabulary learning is a crucial factor in second language acquisition (SLA). Just as Wilkins (1972) once illustrated, “without grammar, little can be conveyed, without vocabulary, nothing can be conveyed” . A certain amount of vocabulary acts as the basis of all the language skills and proficiency and also an integral part of communicative competence. The question then arises as to how to present vocabulary in the most beneficial way to facilitate words learning and comprehension.
With this query in mind, the present study explored the effects of grouping new words in semantic sets and in semantically unrelated vocabulary items. Thus the thesis sought answers to the following research questions: 1) What are the effects of presenting English words in semantic sets and semantically unrelated sets on vocabulary acquisition? 2) Is presenting new English words in semantically unrelated sets more effective than semantic sets for Chinese primary school students’ English vocabulary learning? 3) Are there any guidelines on English vocabulary acquisition for Chinese primary school students? What are they? However, of all the dimensions of studies on the presentation methods, there are several controversies. Thus the author tried to organize them into “for” and “against” parts to clarify the topic.
1.1 Researches Abroad
Vocabulary, as a well-debated issue in the general field of English language teaching and learning, has attracted numerous researchers to do a wide range of research and pedagogical experiments, yet there is no consensus on how to present English vocabulary in a way that facilitates learning English words and several other issues, but with some controversial results and methodological bias. Among these controversies, the issue concerning whether new vocabulary should be introduced in semantically related sets or semantically unrelated sets, is exactly what this paper aims to address.
At one end of this controversy, some researchers (e.g., Seal, 1991; Haycraft, 1993; Stoller and Grabe, 1995; Hashemi and Gowdasiaei, 2005; Hoshino, 2010) were in favor of semantic field theory (Lehrer, 1974), which seemed to support the effectiveness of grouping vocabulary presentation in semantic sets. They believed that this method possibly reflect the natural organization of the mental lexicon (Aitchison, 1994, 1996). However, other researchers supported “interference theory” (Baddeley, 1990; Tinkham, 1993, 1997; Waring, 1997; Nation, 2000; Finkbeiner and Nicol, 2003). And they maintained that if similar words that share many common elements and a super-ordinate concept are introduced at the same time, these new words will interfere with each other and leave a negative effect on their recall because of cross-association and possible overloading in the short term memory (Erten＆Tekin, 2008).