Developing EFL Learners’ Vocabulary Repertoire Through Semantic Relations Techniques

Abstract

The study investigates the impact of teaching vocabulary through semantic relations (i.e. including hyponymy, synonymy, antonymy, polysemy, homonymy and metonyms) on the breadth and depth of EFL learners’ vocabulary knowledge. A convenient sample of 50 freshman EFL learners from a state university in Jordan was recruited. The study followed an experimental approach; data were collected through pre- and post-tests over an academic term. An interview was also conducted to elicit students’ attitudes toward this vocabulary-learning strategy. The results of the ANOVA test have revealed that Jordanian EFL learners find certain difficulties concerning the identification and production of all semantic relations. They scored low in identifying semantic fields properly though they were more aware of synonyms and antonyms than others. The T-test analysis of the data revealed that the degree of awareness of the major types of semantic relations significantly differed between both tests. This implies that using this strategy has improved students' semantic awareness. Besides, students have shown positive attitudes towards using this technique asserting that it contributes to the development of their mental lexicon. The study has many pedagogical implications and recommendations for further research.