Utilization of Semantic Networks in the Teaching of Vocabulary

Abstract

Cognitive neuroscience and psychology have shone light on new ways to help students learn, understand, and apply new vocabulary. The purpose of this paper is to present a theoretical method for the integration of semantic network utilization into the classroom. This paper will also introduce insights from Cognitive Linguistics as to how the brain best learns vocabulary. The method in this paper springs from the fields of psychology and neuroscience as well as inspiration from educators who are building new teaching styles. Semantic networks in the brain are the maps to understanding that hold the potential to make learning vocabulary more effective and meaningful. The purpose of the method detailed in this paper is to inspire other educators to incorporate cognitive linguistic insights into their classes as well as further the discourse on integrating this field into the teaching of English as a second or foreign language. The method proposed in this paper is a theoretical model based on ideas such as Differentiated Instruction, emotionality in learning, cognitive linguistics, student schema, and semantic networks. While this method is not the result of direct collaboration with the educators mentioned within this paper, the author has implemented this method in his own classes at Teikyo University with success. Tomlinson’s differentiated instruction (1999) weighs heavily in this method, as it influences the core concept of playing to the student’s personal needs and interests during the course of an activity or lesson. This strategy combines well with Murphy’s (2012) NeuroEFL strategies that emphasize the connections between emotionally engaged students and higher learning potentials. Murphy (2012) stated that students who are engaged in and emotionally connected to the material being presented have a higher potential for learning and retaining new information. There also exists the real possibility that the way students see the world is different from their peers. The way one understands the meaning and contextual use of a vocabulary term, as a collection of understanding and use, is known as schema (Littlemore, 2012). These differences give teachers the unique opportunity to combine student experiences and thoughts while they are emotionally engaged in vocabulary activities. Recurring activation of existing and new connections to the core concept helps to cement a new term into the mind (Jenkins, 2012a; Lin, 1997; Roediger & McDermott, 1995). The theoretical method presented in this paper has been put into use by the author of this paper in university level classes with very good results, as measured by student satisfaction questionnaires and also against extensive reading vocabulary practice assessment scores. The author of this paper is currently collecting data in an action research to verify that this method provides benefits over other more traditionally accepted methods of vocabulary learning.