An Investigation of Two Ways of Presenting Vocabulary

Autor/in	Papathanasiou, Evagelia
Titel	An Investigation of Two Ways of Presenting Vocabulary
Quelle	In: ELT Journal, 63 (2009) 4, S.313-322 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccp014
Schlagwörter	Semantics; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Introductory Courses; Teaching Methods; Adult Students; Children; Greece + Suchen Sie Ihr Suchwort? Semantik; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Child; Kind; Kinder; Griechenland
Abstract	The use of semantic links or networks in L2 vocabulary acquisition has been a popular subject for numerous studies. On one hand, there is a strong theoretical background stating that presenting words in related fashion facilitates the learning of L2 vocabulary. On the other hand, research evidence indicates that semantically related vocabulary seems to hinder rather than ease the learning of L2 vocabulary. The aim of the present study is to examine which manner of L2 vocabulary presentation is more helpful for L2 learners. It was conducted in EFL classrooms with Greek EFL students. The subjects were 31 intermediate EFL children and 32 beginner EFL adults. The two different ways of organizing new vocabulary for presentation were tested. The article will focus on the main conclusion that semantically related clustering impedes L2 vocabulary learning at beginners' level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10