The Effects of Semantic Relatedness on EFL Vocabulary Recall and Retention
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Empirical research on the effects of semantic relatedness on EFL new vocabulary presentation has far yielded inconsistent results. Thus, this study aims to examine to what extent semantic relatedness influences EFL vocabulary recall and retention for primary school students in Korea. The current study was conducted with 107primary school students over 4 weeks. To compare the effects of presenting semantically related words (SR) and unrelated words (SU), participants were divided into two groups, the semantically related words group (Group R) and the unrelated group (Group U). All the participants learned the same 40 English words paired with their Korean translation through one of two different methods. The results revealed that both presentation methods have positive effects on EFL vocabulary recall and retention. Between these two methods, SU was found to yield better results on recall and retention. This difference between groups could be explained from the perspective of interference theory, the distinctive hypothesis, or cross-association. Lastly, significant perceptual change concerning the effectiveness of related words presentation was found in Group R.
Abstract
Empirical research on the effects of semantic relatedness on EFL new vocabulary presentation has far yielded inconsistent results. Thus, this study aims to examine to what extent semantic relatedness influences EFL vocabulary recall and retention for primary school students in Korea. The current study was conducted with 107primary school students over 4 weeks. To compare the effects of presenting semantically related words (SR) and unrelated words (SU), participants were divided into two groups, the semantically related words group (Group R) and the unrelated group (Group U). All the participants learned the same 40 English words paired with their Korean translation through one of two different methods. The results revealed that both presentation methods have positive effects on EFL vocabulary recall and retention. Between these two methods, SU was found to yield better results on recall and retention. This difference between groups could be explained from the perspective of interference theory, the distinctive hypothesis, or cross-association. Lastly, significant perceptual change concerning the effectiveness of related words presentation was found in Group R.
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