Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 18 Sayı: 2, 1064 - 1085, 06.06.2018
https://doi.org/10.17240/aibuefd.2018..-405063

Öz

Kaynakça

  • Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon. Oxford: Blackwell Publishers.
  • Al-Jabri, S. S. (2005). The effects of semantic and thematic clustering on learning English vocabulary by Saudi students. Unpublished Doctoral Dissertation. Indiana University of Pennsylvania, Indiana, PA.
  • Baddeley, A. (1990). Human memory. London: Lawrence Erlbaum Associates.
  • Baydar Ertopçu, F., İnci, H., Özbıçakçı Samur, S. & Albayrak, Y. (2014). Yes You Can Student's Book A2.2. Ankara: MEB Yayınları.
  • Bolger, P., & Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. Language Learning, 61 (2), 614-646.
  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3 (3), 149-210.
  • Cobb, T. (n.d.). Compleat lexical tutor. Retrieved from http://www.lextutor.ca/
  • Erten, İ. H., & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36, 407-422.
  • Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369–383.
  • Gairns, R., & Redman, S. (1986). Working with words. Cambridge: Cambridge University Press.
  • Graves, M. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.
  • Hashemi, M. R., & Gowdasiaei, F. (2005). An attribute-treatment interaction study: Lexical-set versus semantically-unrelated vocabulary instruction. RELC Journal, 36, 341–361.
  • Haycraft, J. (1993). An Introduction to English Language Teaching. Malaysia: Longman.
  • Hedge, T. (2000). Teaching and learning in the language classroom. New York: Oxford University Press.
  • Hippner-Page, T. (2000). Semantic clustering versus thematic clustering of English vocabulary words for second language instruction: Which method is more effective? Retrieved from ERIC database. (ED445550)
  • Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom. RELC Journal, 41, 301–312.
  • Ishii, T. (2013). Reexamining semantic clustering: Insight from memory models. Vocabulary Learning and Instruction, 2(1), 1–7.
  • Ishii, T. (2015) Semantic connection or visual connection: Investigating the true source of confusion. Language Teaching Research, 19 (6), 712-722.
  • McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
  • Mirjalali, F., Jabbari, A. A., & Rezai, M. J. (2012). The effect of semantic and thematic clustering of words on Iranians vocabulary learn¬ing. American International Journal of Contemporary Research, 2 (2), 214-222.
  • Nation, I. S. P. (2000). Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 9,6-10.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.
  • Paivio, A. (1991) Dual coding theory: Retrospect and current status. Canadian Journal of Psychology - Revue Canadienne de Psychologie, 45 (3), 255-287.
  • Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal, 63, 313-322.
  • Sarıoğlu, M. (2014). The use of mnemonic devices for minimizing cross-association in teaching vocabulary to primary school EFL learners. Unpublished Master's Thesis. Uludağ University, Bursa, Turkey.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.
  • Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System, 21, 371-380.
  • Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13, 138-163.
  • Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25, 261-274.
  • Wilcox, A. & Medina, A. (2013). Effects of semantic and phonological clustering on L2 vocabulary acquisition among novice learners, System, 41, 1056-1069.
  • Wilkins, D. A. (1972). Linguistics and language teaching. Cambridge: Cambridge University Press.

THE EFFECTS OF CLUSTERING NEW WORDS IN SEMANTIC, THEMATIC OR UNRELATED SETS IN TEACHING VOCABULARY TO EFL LEARNERS

Yıl 2018, Cilt: 18 Sayı: 2, 1064 - 1085, 06.06.2018
https://doi.org/10.17240/aibuefd.2018..-405063

Öz

Yabancı dil eğitiminde kelime öğretirken kelimelerin anlamsal,
tematik, ya da bağlantısız gruplar halinde öğretilmesi konusu halen
tartışılmakta olan bir konudur. Öğretilecek kelimelerin aynı anda anlamsal
olarak gruplandırılarak öğretilmesinin etkili olacağını öne süren pek çok
çalışma olmasına rağmen bu çalışmalar genelde değişkenlerin kontrol altında
tutulduğu deneysel çalışmalardır. Bu sebeple, sınıf içindeki doğal öğrenci
davranışlarına odaklanan çalışmalara ihtiyaç duyulmaktadır. Bu çalışma da
kelime öğretiminde kelimelerin anlamsal, tematik, ya da bağlantısız gruplar
halinde gruplanmasının öğrenme üzerindeki etkilerini doğal sınıf ortamında
araştırmaktadır. Çalışmaya katılan 18 öğrenciye gerçek İngilizce kelimeler üç
gruplama yönteminden biri kullanılarak öğretilmiştir. Çalışmanın sonuçları
bütün gruplandırma yöntemlerinin kelime öğretimine katkısı olduğunu ortaya
çıkarmıştır, fakat üç gruplandırma yönteminden herhangi birisinin diğerlerine
göre daha etkili olduğu yönünde herhangi bir sonuca ulaşılamamıştır.       

Kaynakça

  • Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon. Oxford: Blackwell Publishers.
  • Al-Jabri, S. S. (2005). The effects of semantic and thematic clustering on learning English vocabulary by Saudi students. Unpublished Doctoral Dissertation. Indiana University of Pennsylvania, Indiana, PA.
  • Baddeley, A. (1990). Human memory. London: Lawrence Erlbaum Associates.
  • Baydar Ertopçu, F., İnci, H., Özbıçakçı Samur, S. & Albayrak, Y. (2014). Yes You Can Student's Book A2.2. Ankara: MEB Yayınları.
  • Bolger, P., & Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. Language Learning, 61 (2), 614-646.
  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3 (3), 149-210.
  • Cobb, T. (n.d.). Compleat lexical tutor. Retrieved from http://www.lextutor.ca/
  • Erten, İ. H., & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36, 407-422.
  • Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369–383.
  • Gairns, R., & Redman, S. (1986). Working with words. Cambridge: Cambridge University Press.
  • Graves, M. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.
  • Hashemi, M. R., & Gowdasiaei, F. (2005). An attribute-treatment interaction study: Lexical-set versus semantically-unrelated vocabulary instruction. RELC Journal, 36, 341–361.
  • Haycraft, J. (1993). An Introduction to English Language Teaching. Malaysia: Longman.
  • Hedge, T. (2000). Teaching and learning in the language classroom. New York: Oxford University Press.
  • Hippner-Page, T. (2000). Semantic clustering versus thematic clustering of English vocabulary words for second language instruction: Which method is more effective? Retrieved from ERIC database. (ED445550)
  • Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom. RELC Journal, 41, 301–312.
  • Ishii, T. (2013). Reexamining semantic clustering: Insight from memory models. Vocabulary Learning and Instruction, 2(1), 1–7.
  • Ishii, T. (2015) Semantic connection or visual connection: Investigating the true source of confusion. Language Teaching Research, 19 (6), 712-722.
  • McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
  • Mirjalali, F., Jabbari, A. A., & Rezai, M. J. (2012). The effect of semantic and thematic clustering of words on Iranians vocabulary learn¬ing. American International Journal of Contemporary Research, 2 (2), 214-222.
  • Nation, I. S. P. (2000). Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 9,6-10.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.
  • Paivio, A. (1991) Dual coding theory: Retrospect and current status. Canadian Journal of Psychology - Revue Canadienne de Psychologie, 45 (3), 255-287.
  • Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal, 63, 313-322.
  • Sarıoğlu, M. (2014). The use of mnemonic devices for minimizing cross-association in teaching vocabulary to primary school EFL learners. Unpublished Master's Thesis. Uludağ University, Bursa, Turkey.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.
  • Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System, 21, 371-380.
  • Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13, 138-163.
  • Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25, 261-274.
  • Wilcox, A. & Medina, A. (2013). Effects of semantic and phonological clustering on L2 vocabulary acquisition among novice learners, System, 41, 1056-1069.
  • Wilkins, D. A. (1972). Linguistics and language teaching. Cambridge: Cambridge University Press.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mustafa Sarıoğlu

Özgür Yıldırım

Yayımlanma Tarihi 6 Haziran 2018
Gönderilme Tarihi 30 Mayıs 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 2

Kaynak Göster

APA Sarıoğlu, M., & Yıldırım, Ö. (2018). THE EFFECTS OF CLUSTERING NEW WORDS IN SEMANTIC, THEMATIC OR UNRELATED SETS IN TEACHING VOCABULARY TO EFL LEARNERS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1064-1085. https://doi.org/10.17240/aibuefd.2018..-405063