A study of the acquisition of vocabulary presented in semantic sets and thematic sets and learners' perceptions of the two presentationmethods

Abstract

Lots of research has been conducted to investigate how vocabulary acquisition can be enhanced effectively. Some research found that grouping words in different ways, like semantically related sets, unrelated sets, and thematically related sets, could affect the effectiveness of vocabulary acquisition. However, there has been no consensus. Though some previous studies suggested that grouping unrelated words may have positive impact on vocabulary acquisition, it is not practical in classroom contexts. The present study examines the effects of presenting words in semantic sets and thematic sets on vocabulary acquisition, as these two ways of grouping are commonly used in everyday teaching. In the present study, 65 Form One students who studied in a Band one EMI co-educational school were recruited as participants. All of them learnt both semantic sets and thematic sets. After learning each set of vocabulary, they took an immediate post test and a delayed post test. Participants were asked to fill in a questionnaire after all the vocabulary sessions had been completed. Eight students, including four high achievers and four low achievers, were interviewed. Results showed that grouping words in semantic sets and thematic sets do not bring any significant difference to vocabulary acquisition in general, though students learnt the verbs in the thematic sets better than verbs in the semantic sets in this study. Learners generally preferred the thematic grouping to the semantic one. It was found that order of presentation could have an impact on learners’ perceptions. Students’ vocabulary learning strategies, which were rather limited, were also identified in the questionnaires and interviews. The findings suggest that both semantic and thematic groupings should be used when presenting words to students. Teachers should also introduce and guide students to use a wider range of vocabulary learning strategies.