The Effects of Semantic Mapping on Vocabulary Memorizing
The Effects of Semantic Mapping on Vocabulary Memorizing
The Effects of Semantic Mapping on Vocabulary Memorizing
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the particular occasi<strong>on</strong>. <str<strong>on</strong>g>The</str<strong>on</strong>g> most effective associate b<strong>on</strong>ds for producti<strong>on</strong>, therefore, c<strong>on</strong>nect the<br />
words with their meanings.<br />
3.3. Strategies to improve vocabulary retenti<strong>on</strong><br />
<strong>Vocabulary</strong> learning strategies are <strong>on</strong>e part <str<strong>on</strong>g>of</str<strong>on</strong>g> language learning strategies which in turn are part<br />
<str<strong>on</strong>g>of</str<strong>on</strong>g> general learning strategies (Nati<strong>on</strong>, 2001). Some vocabulary learning strategies such as<br />
metacognitive, cognitive, memory and activati<strong>on</strong> strategies are listed by Gu and Johns<strong>on</strong> (1996,<br />
cited in Ghazal, 2007, p.85-86):<br />
Metacognitive strategies c<strong>on</strong>sist <str<strong>on</strong>g>of</str<strong>on</strong>g> selective attenti<strong>on</strong> and self-initiati<strong>on</strong> strategies.<br />
Cognitive strategies entail guessing strategies, skillful use <str<strong>on</strong>g>of</str<strong>on</strong>g> dicti<strong>on</strong>aries and note-taking<br />
strategies. Memory strategies are classified into rehearsal and encoding categories. Word lists<br />
and repetiti<strong>on</strong> are instances <str<strong>on</strong>g>of</str<strong>on</strong>g> rehearsal strategies. Encoding strategies encompass such<br />
strategies as associati<strong>on</strong>, imagery, visual, auditory, semantic, and c<strong>on</strong>textual encoding as well<br />
as word-structure. Activati<strong>on</strong> strategies include those strategies through which the learners<br />
actually use new words in different c<strong>on</strong>texts.<br />
Encoding strategies are menti<strong>on</strong>ed in literature as vocabulary learning strategies that can enhance<br />
retenti<strong>on</strong> intervals <str<strong>on</strong>g>of</str<strong>on</strong>g> vocabulary (Gu &Johns<strong>on</strong>, cited in Segler et al. 2001). Encoding strategies<br />
include such strategies as associati<strong>on</strong>, imagery, visual, auditory, semantic, and c<strong>on</strong>textual<br />
encoding as well as word-structure (Ghazal, 2007). Memory <str<strong>on</strong>g>of</str<strong>on</strong>g> vocabulary can be enhanced<br />
when there is an associati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> new words and known <strong>on</strong>es sharing a similar part in spelling,<br />
sound or meaning. Employing images, semantic mapping or other graphic organizer techniques<br />
(Segler et al. 2001; Nati<strong>on</strong>, 2001 cited in Ghazal, 2007) is encouraged for better encoding which<br />
results in better retrieving later. One <str<strong>on</strong>g>of</str<strong>on</strong>g> implicati<strong>on</strong>s for classroom practice that Channell (1988)<br />
derived from her research is that learners should be encouraged to make their own lexical<br />
associati<strong>on</strong>s when they are learning vocabulary. With regard to word meaning and retrieval,<br />
many researchers (Hague, 1987; Cater, 1987; Amer, 2002) agreed that semantic mapping is<br />
effective for l<strong>on</strong>g-term memory and aids the recall. <str<strong>on</strong>g>The</str<strong>on</strong>g>refore, in this study, the researcher<br />
c<strong>on</strong>cerned about the semantic mapping technique which will be presented in the next secti<strong>on</strong>.<br />
4. <str<strong>on</strong>g>Semantic</str<strong>on</strong>g> mapping for vocabulary teaching<br />
4.1. Definiti<strong>on</strong>s <str<strong>on</strong>g>of</str<strong>on</strong>g> semantic mapping<br />
Developments in “lexical semantics” have prompted the development <str<strong>on</strong>g>of</str<strong>on</strong>g> the “semantic field<br />
theory”, “semantic networks” or “semantic grids” strategies which organize words in terms if<br />
interrelated lexical meanings. <str<strong>on</strong>g>The</str<strong>on</strong>g> “semantic field” theory suggests that the lexical c<strong>on</strong>tent <str<strong>on</strong>g>of</str<strong>on</strong>g> a<br />
language is best treated not as a “mere aggregati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> independent words” but as a collecti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g><br />
interrelating networks or relati<strong>on</strong>s between words (Stubbs, cited in Amer, 2002). It is noteworthy<br />
that words may be grouped together (related to each other) according to different criteria.<br />
Animals, for example, may be grouped in terms <str<strong>on</strong>g>of</str<strong>on</strong>g> physical features; they may be grouped in<br />
terms <str<strong>on</strong>g>of</str<strong>on</strong>g> n<strong>on</strong>physical features such as pet, wild, food, etc. (Gairns and Redman, 1986).<br />
<str<strong>on</strong>g>Semantic</str<strong>on</strong>g> elaborati<strong>on</strong> c<strong>on</strong>sists <str<strong>on</strong>g>of</str<strong>on</strong>g> a series <str<strong>on</strong>g>of</str<strong>on</strong>g> techniques as semantic feature analysis, ordering,<br />
pictorial schemata and semantic mapping (Ellis, 1995; Sokmen, 1997). <str<strong>on</strong>g>Semantic</str<strong>on</strong>g> mapping and<br />
semantic feature analysis draw learners’ prior knowledge and use discussi<strong>on</strong> to elicit informati<strong>on</strong><br />
about word meanings. <str<strong>on</strong>g>Semantic</str<strong>on</strong>g> feature analysis is similar to semantic mapping, with the<br />
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