12.04.2023 1

AN EXPERIMENTAL STUDY ON CONSTRUCTING SENSE RELATIONS

IN VOCABULARY TEACHING BY ZHANG QUOQIANG Journal of Convergence ınformatıon Tecnology

v:4,issue:4.18Ferhat Karanfil

12.04.2023 2

RESEARCH AREA

The general area was sense relations in vocabulary teaching and integrated approach was employed.

12.04.2023 3

MATERIALS

Words were chosen from intensive reading coursebook ‘Contemporary College English’.

After posttest and delayed test they chose new set of 36 words from the book ‘Integrated Skills of English’.

The native instructor was involved in determining target words.

12.04.2023 4

AIM

The primary aim of the study was to examine sense relations ( synonymy,antonymy and hyponymy ) and their effects on vocabulary

retention.

12.04.2023 5

QUESTIONS

The researcher didn’t ask explicit questions to the participants.He tried to test the effects of sense relations using DVK-depth –of-vocabulary-knowledge test format and using WAT word association test

12.04.2023 6

JUSTIFICATION

The researcher want to explore his own context.Many similar studies had been done before.

In review of literature we can find Read(1995),

vocabulary knowledge has three elements:synonymy,polysemy and collacation.Qian (2002) mentions,paradigmatic ans syntagmatic relationships are important because they appeared frequently in discussions of vocabulary knowledge.

12.04.2023 7

SUBJECTS

There were 80 first year students whose major is English from Dezhou University of Shanddong Province.All of them have a half years’s study in university.58 males and 22 females were examined.They were all 19 years old.

12.04.2023 8

PROCEDURES

Each group subjects have six intensive reading class a week totally 48 class hour.After two months both group took a test of multiple choice.In each question there is a stimulus adjective and 4 word right and 4 word left in the box.

JOVIAL

joyful emotion

mood Wrongs

sleeps logical grievous

temperature

12.04.2023 9

PROCEDURES 2

No penalty for incorret answers providing 20 minutes in exams. Students had prepared for the immedite post test and were not

informed of the intention to administer delayed posttest.It was applied after two weeks of immediate test.

The third test was applied all the same only target words were changed to see ıf sense relation strategy is able to facilitate students’ maneuver on the words that had not been explicitly taught.

Iın sense relation treatment Brown and Paynes’s model is used: 1-encountering new words 2-getting the word form 3-

constructing sense relations 4-consolidating 5-using the word. In consolidating teacher provide appropriate exercises to train

and consolidate newly learned words and help learners to get retention.

12.04.2023 10

TYPE OF ANALYSIS

In analysing the data SPSS 11.0 and Levene’s t-test was used.

12.04.2023 11

CONCLUSIONS

Experimental group did better in the posttest showing that even though they had some loss of words ,they had seen a better long term retention under the guidance of sense relation strategy.

The immediate ,delayed and third test scores revealed that sense relation treatment is a better way of contributing to promoting subjects’ vocabulary acqusition and retention than the traditional method.

12.04.2023 12

CRITIQUES

Randomly chosen word samples-native speaker?

Chance for success in collacations Not generalizable results 58 male 22 female Sense relations works well in short

memory but after sometime students can confuse duration of the study is limited.

Realiable and valid data.

12.04.2023 13

THANK YOU

ferhat.karanfil@oup.com