Усвајање различитих група енглеских речи код србофоних студената технике

Смиљана М. Игрутиновић, Академија струковних студија Шумадија, Крагујевац, Србија, имејл: smiljana.igrutinovic@gmail.com
Невена Б. Банковић, Академија струковних студија Шумадија, Крагујевац, Србија
Иновације у настави, XXXVII, 2024/2, стр. 122–141

 

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2402122I

 

Резиме: Рад има за циљ испитивање утицаја које три различито конципиране групе речи имају на учење новог вокабулара код ученика енглеског као страног језика на високо-школској установи техничког профила. Студентима су представљене семантички повезане, тематски повезане и семантички неповезане групе речи, а након сваке презентације обављено је непосредно тестирање рецептивног и продуктивног знања вокабулара, које се састоји од превођења речи у изолацији у оба преводна смера. Одложено тестирање је спроведено четрнаест дана касније, када су уједно испитани и ставови студената о тежини сваке групе речи и смеру превођења. За анализу резултата тестирања примењена је једнофакторска анализа варијансе. На непосредном тестирању није било статистички значајне разлике између рецептивног и продуктивног знања вокабулара са три листе речи. Међутим, резултати одложеног тестирања су показали значајну разлику, и то у корист семантички повезане групе речи јер су студенти знали више речи из овог скупа у односу на тематски повезани и семантички неповезани скуп речи. Одговори студената су усаглашени са добијеним резултатима будући да већина студената сматра да им је најлакши скуп речи за усвајање управо семантички. Дакле, можемо закључити да семантички повезане групе речи можемо користити у учионици иако поједини аутори сматрају да семантичка повезаност између речи омета усвајање новог вокабулара.

Кључне речи: семантички повезане речи, тематски повезане речи, семантички неповезане речи, рецептивно и продуктивно знање вокабулара, непосредно и одложено тестирање

 

Summary: The aim of the paper is to examine the effect of three different groups of words on learning new vocabulary by students of English for Specific Purposes. Semantically related, thematically related, and semantically unrelated sets of words were presented to the students. After each presentation, immediate tests of receptive and productive vocabulary knowledge were performed in which the students translated words in isolation in both translation directions. Delayed testing was conducted fourteen days later and the students also answered the questions on the difficulty of each group of words and translation direction. One-way analysis of variance was used to analyze the test results. The results of immediate testing showed there was no statistically significant difference between students’ receptive and productive vocabulary knowledge of the three sets of words. However, the results of the delayed test showed a significant difference in favour of the semantically related words because the students knew more words from this group compared to the thematically related and semantically unrelated groups of words. The students’ attitudes are consistent with the obtained results since most of the students think that the easiest set of words for them to acquire is the semantic one. Therefore, we conclude that semantically related sets of words can be presented to the students in the classroom, although some authors claim that the semantic connection between the words hinders the acquisition of the new vocabulary.

Keywords: semantically related words, thematically related words, semantically unrelated words, receptive and productive vocabulary knowledge, immediate and delayed testing

 

Литература

  • Aksoy, F. (2014). A controversy in presenting new vocabulary in an EFL class: semantically related sets (SR), semantically unrelated sets (SU), thematically related sets (TR). Journal of Foreign Language Teaching and Applied Linguistics, 2(2) 71‒97. http://dx.doi.org/10.14706/JFLTAL15227
  • Andor, J. (2010). Discussing frame semantics: The state of the art, An interview with Charles J. Fillmore. Review of Cognitive Linguistics, 8(1), 157‒176. http://dx.doi.org/10.1075/rcl.8.1.06and
  • Bedli, A. (2004). Ljudsko pamćenje: teorija i praksa (prevod dela Human memory: Theory and practice). Zavod za udžbenike i nastavna sredstva.
  • Croft, W.,& Cruse, A. D. (2004). Cognitive linguistics. Cambridge University Press.
  • Cruse, D. A. (1986). Lexical semantics. Cambridge University Press.
  • Cruse, D. A. (2004). Meaning in language: An introduction to semantics and pragmatics. Oxford University Press.
  • Daller, H., Milton, J.,& Treffers-Daller, J. (Eds.). (2007). Modelling and assessing vocabulary knowledge. Cambridge University Press.
  • Daničić, M. (2018). Neke dileme, nedoumice i izazovi u nastavi prevođenja na akademskom nivou. Inovacije u nastavi, 31(1), 141‒147.https://doi.org/10.5937/inovacije1801141D
  • Dragićević, R. (2010). Leksikologija srpskog jezika. Zavod za udžbenike.
  • Erten, H.,& Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36(3), 407‒422. http://dx.doi.org/10.1016/j.system.2008.02.005
  • Fillmore, C. J. (1982). Frame semantics. InThe linguistic society of Korea (Ed.). Linguistics in the morning calm (pp. 111‒137). Hanshin Publishing Company.
  • Fillmore, C. J. (1985). Frames and the semantics of understanding. Quaderni di Semantica, 6, 222‒254.
  • Fillmore, C. J., & Atkins B. T. S. (1992). Toward a frame-based lexicon: The semantics of RISK and its neighbors. In A. Lehrer and E. F. Kittay (Eds.). Frames, fields and contrasts: New essays in semantic and lexical organization (pp. 75‒102). Lawrence Erlbaum Associates.
  • Fillmore, C. J., & Baker, C. (2009). A frames approach to semantic analysis. In B. Heine, & H. Narrog (Eds.).The Oxford handbook of linguistic analysis (pp. 313‒340). Oxford University Press.
  • Finkbeiner, M., & Nicol, J. L. (2003). Semantic category effects in L2 word learning. Applied Psycholinguistics, 24(3), 369‒383. http://dx.doi.org/10.1017/S0142716403000195
  • Hashemi, M. R., & Gowdasiaei, F. (2005). An attribute-treatment interaction study: Lexical-set versus semantically-unrelated vocabulary instruction. RELC Journal, 36(3), 341‒361. http://dx.doi.org/10.1177/0033688205060054
  • Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom setting. RELC Journal, 41(3), 301‒312.http://dx.doi.org/10.1177/0033688210380558
  • Ishii, T. (2015). Semantic connection or visual connection: Investigating the real source of confusion. Language Teaching Research, 19(6), 712‒722. http://dx.doi.org/10.1177/1362168814559799
  • Ishii, T. (2017). The impact of semantic clustering on the learning of abstract words. Vocabulary Learning and Instruction, 6(1), 21‒31. http://dx.doi.org/10.7820/vli.v06.1.Ishii
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399‒436. http://dx.doi.org/10.1111/j.0023-8333.2004.00260.x
  • Lyons, J. (1977). Semantics, Vol. 1. Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
  • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63(1), 59‒82. http://dx.doi.org/10.3138/cmlr.63.1.59
  • Nerlich, B.,& Clarke, D. (2000). Semantic fields and frames: Historical explorations of the interface between language, action, and cognition. Journal of Pragmatics, 32, 125‒150. http://dx.doi.org/10.1016/S0378-2166(99)00042-9
  • Palant, J. (2017). SPSS: priručnik za preživljavanje (prevod dela SPSS Survival Manual, 6th Edition). Mikro knjiga.
  • Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal, 63(4), 313‒321. http://dx.doi.org/10.1093/elt/ccp014
  • Raičević, V. (2009). Metodologija istraživanja u metodici nastave stranih jezika: osnovni principi i metode istraživanja: izbor tekstova. Čigoja štampa.
  • Savić Nenadović, Z., Tomović, N.,i Janković, N. (2019). Ima li prevođenje svoje mesto u nastavi stranih jezika. U S. Gudurić, i B. Radić-Bojanić (ur.). Jezici u vremenu i prostoru (str. 423–430). Filozofski fakultet u Novom Sadu – Pedagoško društvo Vojvodine.
  • Šipka, D. (2006). Osnovi leksikologije i srodnih disciplina. Matica srpska.
  • Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System, 21(3), 371‒380. http://dx.doi.org/10.1016/0346-251X(93)90027-E
  • Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13(2), 138‒163. http://dx.doi.org/10.1191/026765897672376469
  • Vasiljevic, Z. (2019). Learning vocabulary in semantic sets: Myths about myths. ELTA Journal, 6(6), 1‒28. https://elta.org.rs/2019/01/31/elta-journal-issue-6/
  • Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25(2), 261‒274. http://dx.doi.org/10.1016/S0346-251X(97)00013-4
  • Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners.

 

Copyright © 2024 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA.
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.

Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345