Semantic Mapping Strategy Research Articles

The effects of memorization and semantic mapping strategies on the vocabulary acquisition of English language learners in an elementary school

The effects of memorization and semantic mapping strategies on the vocabulary acquisition of English language learners in an elementary school

An Action Research on Keyword and Semantic Mapping Strategies of Vocabulary Learning and Retention by EFL Tenth - Grad Students in Jordan

The purpose of this study was to investigate the effect of two vocabulary strategies; keyword and semantic mapping, on English vocabulary learning and retention of the tenth-grade Jordanian students. The subjects of the study consisted of 90 male students from Howarah Secondary School. They were divided into three groups: two experimental and one control. To guarantee the equivalence and homogeneity of the different groups, the researcher administered a test in English language at the beginning of the first semester of the academic year 2011/2012. Afterwards, each experimental group was taught according to one of the vocabulary teaching strategies (keyword or semantic mapping), while the control group was taught in the traditional way for five days. After finishing the instructions, all the groups sat for a learning test. Then, after two weeks, the groups sat again for the retention test. To describe and analyze the data gathered, means, standard deviations, one-way ANOVA and Tukey Multiple Comparison for the Means were used. The findings of the study indicated that there was a significant difference between the mean scores of the students in the keyword group, semantic mapping group and control group on the learning test in favor of the keyword group. However, there was no significant difference between the mean scores of the students in the three groups in the retention test. In the light of these finding, the researcher recommended that the teachers should give greater recognition to the importance of strategy training, by introducing various vocabulary strategies such as keyword and semantic mapping. The researcher also recommended further research to investigate the effect of the same strategy with different ages and levels of proficiency. هدفت هذه الدراسة إلى معرفة أثر استخدام إستراتيجيتي الکلمة المفتاحية والخريطة الدلالية على اکتساب المفردات، والقدرة على الاحتفاظ بها لدى طلاب الصف العاشر الأساسي، ولتحقيق هذا الهدف سعت الدراسة للإجابة عن الأسئلة الاتية: إلى أي مدى يؤثر استخدام إستراتيجية الکلمة المفتاحية على اکتساب المفردات والاحتفاظ بها عند اختبارها مباشرة أو بعد مرور أسبوعين؟. إلى أي مدى يؤثر استخدام إستراتيجية الخريطة الدلالية على اکتساب المفردات والاحتفاظ بها عند اختبارها مباشرة أو بعد مرور أسبوعين؟. هل توجد فروق ملحوظة لهاتين الإستراتيجيتين في اکتساب المفردات والاحتفاظ بها بحيث يمکن اختبارها مباشرة أو بعد مرور أسبوعين؟. وقد تکونت عينة الدراسة من تسعين طالبا، يشکلون ثلاث شعب (أ،ب،ج) من طلاب الصف العاشر الأساسي في مدرسة حوارة الثانوية في مديرية التربية والتعليم في منطقة إربد الأولى في الفصل الدراسي الأول من العام الدراسي 2011/2012م . شعبتان تم استخدامهما کمجموعتين تجريبيتين، بينما الشعبة الثالثة تم توظيفها کمجموعة ضابطة، وتکونت المادة التعليمية من 20 کلمة تم اختيارها من کتاب الصف العاشر الأساسي، بعد التأکد من عدم معرفة الطلاب بهذه الکلمات من خلال إجراء اختبار قبلي. ومن أجل تحقيق أهداف الدراسة قام الباحث بتطبيق الاختبارين الآتيين: اختبار مکون من 20 فقرة بطريقة الاختيار من متعدد من أجل تقييم اکتساب الطلاب لمعاني المفردات التي تم تعلمها. اختبار مکرر للاختبار الأول مع مراعاة التغيير قي ترتيب الفقرات لأجل اختبار قدرة الطلاب على استرجاع الکلمات التي تم تعلمها. وقد استخدمت إستراتيجية التعليم کمتغير مستقل ونتائج الطلاب في الامتحانين کمتغير تابع. وخلصت الدراسة إلى النتائج الآتية: وضوح نتائج طلاب إستراتيجية الکلمة المفتاحية على اختبارات الدراسة عن نتائج المجموعة الضابطة. عدم وجود فروق ذات دلالة إحصائية بين نتائج طلاب إستراتيجية المفتاحية ونتائج طلاب إستراتيجية الخريطة الدلالية في کلا الاختبارين

An Action Research on Keyword and Semantic Mapping Strategies of Vocabulary Learning and Retention by EFL Tenth - Grad Students in Jordan

An Action Research on Keyword and Semantic Mapping Strategies of Vocabulary Learning and Retention by EFL Tenth - Grad Students in Jordan

THE EFFECT OF SEMANTIC MAPPING STRATEGY ON STUDENTS’ SPEAKING ACHIEVEMENT IN SMP NEGERI 1 SEI SUKA

This study aims to discover the effect of applying Semantic Mapping Strategy on students’ speaking achievement. It was conducted by using experimental research design. The population of this research was the eight (VIII) grade students of SMP Negeri 1 Sei Suka. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. Thirty one students were taken as the samples in each class. The experimental group was taught by using Semantic Mapping Strategy, while the control group was taught without using Semantic Mapping Strategy. After analyzing the data, it was found that the value of tobserved was 3,12 with the degree of freedom (df)=60 at the level of significance p(0,05) = 2,000. It means that tobserved was higher than t-table (3,12>2,000). The result of this study showed that Semantic Mapping Strategy was significantly affect on students’ speaking achievement.

Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension

A study compared the effectiveness of three classroom methods for teaching semantic mapping to college-level learners of English as a foreign language (EFL). Subjects were 187 freshmen at an Egyptian university, randomly assigned to three treatment groups: teacher-initiated semantic mapping; student-mediated semantic mapping; and teacher-student interactive semantic mapping. Treatment was administered over 5 months in one session per week. Subjects were pre- and post-tested in reading comprehension. While the pretest indicated no significant differences in the groups, post-test results revealed students in the teacher-student interactive semantic mapping group scored significantly higher than the other two groups, which had similar results.

The Effect of Semantic Mapping Strategy on EFL Learners’ Vocabulary Learning

Vocabulary is the basic access to language; however, language beginners may not be good at applying methods to help them memorize words. The main objective of this study was to compare the effect of semantic mapping strategy on forty Iranian EGP learners’ vocabulary mastery. The participants were randomly assigned to a control group that received traditional direct translation and the treatment group that received instruction on semantic mapping. In order to assess the efficiency of the strategy, a pre-test and post-test was administrated to both groups. The results show that using semantic mapping strategy resulted in a significant difference in the participants’ vocabulary learning.

Developing Reflective and Thinking Skills by Means of Semantic Mapping Strategies in Kindergarten Teacher Education

As part of the module "Further Studies in Kindergarten Curriculum" in the Certificate in Kindergarten Teacher Education Course conducted by the Hong Kong Institute of Education, teacher-educators made use of semantic webbing to help kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum. Semantic webbing/mapping or semantic networking or plot maps may be defined as a strategy in which information is categorically structured in graphic/visual form. However, its use in teacher education is more recent. Kindergarten teachers/principals were interviewed to discern how they developed critical thinking and evaluative skills concerning subject matter content and teaching curriculum through the use of semantic webbing. Interviews of a random sample of participants and analysis of their mind-maps revealed a change in perspectives and attitudes towards subject matter content and teaching curriculum. The present paper examines some of the affective outcomes for both teacher educators and student-teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in four components of the module "Further Studies in Kindergarten Curriculum"; namely, Art, Language, Mathematics/Science, as well as Social Studies. Implications for teacher education are drawn from the findings.