The effects of semantic clustering in L2 word learning : evidence from an action research study. Vol.1.

In recent years, contradictory advice to teachers has been emerging from studies into the
use of semantic links or networks in classroom materials and activities for vocabulary
learning in a L2. There is some experimental evidence which suggests that learning
semantically related words (e.g., body parts) at the same time makes learning more
difficult (Tinkham, 1993, 1997; Waring, 1997; Finkbeiner, Nicol, 2003). There is also a
theoretical framework that strongly supports the idea that it is very useful to present
words of related meaning together so that learners can see the distinctions between them
and gain a complete coverage of the defined area of meaning (Channell, 1981, 1990;
Neuner, 1992; Dunbar, 1992). The following paradox appears: while the experimental
evidence suggests that semantically related vocabulary does not help vocabulary
learning, the EFL coursebook-writers present vocabulary in semantic clusters. The
experimental evidence mainly derives from research using artificial language and not a
natural L2. The purpose of our research is to investigate which of the two contrasting
views will prove to be a useful tool in L2 vocabulary learning. The present study was
influenced by action research. It was conducted in EFL classrooms with natural learners
in Greece. The subjects were 31 intermediate EFL children and 32 beginners EFL
adults. Two different ways of organizing new vocabulary for presentation were
employed: a) presenting semantically related words (topic-related vocabulary i.e.
mugging, terrorism,jorgery, synonyms, antonyms or homonyms) together at the same
time, and b) presenting vocabulary in an unrelated fashion (i.e. carpenter, tornado,
sage). Short and long-term tests were administered to the students. The presentation will
focus on the main conclusion that semantically related vocabulary impedes L2
vocabulary learning. Adult beginners performed significantly better on the unrelated
vocabulary test compared to their performance on the related vocabulary test. Word
frequency (in language) when combined with unrelated presentation of new L2
vocabulary appears to make a difference in students' performance.