1、The Effects of Semantic Clustering and Thematic Clustering on L2 Lexical LearningAbstract: The present study attempts to examine the effects of thematic clustering and semantic clustering on second language vocabulary learning, the multi-dimensional vocabulary knowledge tests are well designed. It e
2、mployed ten tests measuring five aspects of word knowledge (orthography, meaning and form, grammatical function, syntagmatic association and paradigmatic association) to assess learning. The studys purpose is to discuss whether thematic clustering or the use of meaningful context facilitates vocabul
3、ary learning. The experiment finds that the learners have significantly higher scores under the learning condition of semantic clustering on the productive knowledge as measured using grammatical function, syntagmatic association and paradigmatic association tests. In addition, learners also got goo
4、d marks under the learning condition of semantic clustering on other dimensions of vocabulary knowledge. The findings indicate that learning vocabulary under the condition of thematic clustering is of great help to learners. Keywords: Multi-dimensional vocabulary knowledge framework; modes of word p
5、resentation; thematic clustering, semantic clustering This paper is funded by the Chinese Ministry of Education under the project “The effects of modes of presentation on Chinese learners vocabulary retention” (Project ID: 13YJC740100) and also by Changzhou University under the project “The effects
6、of semantic relationship on L2 vocabulary learning” (Project ID: GLY2012035) 0 Introduction Presentation is a core component in language teaching, which is used to introduce new language items. Word presentation in English teaching shows learners target words in a certain manner, which covers morpho
7、logy, pronunciation, meaning, grammatical feature, syntagmatic association, paradigmatic association and so on. Presentation not only show learners target words and let them better understand the teaching content but also, which is more important, strengthen learners impression on target vocabularie
8、s through different word presentations and various steps. In this way, learners get abundant vocabulary knowledge and consummate the forms of target words in their mind. Therefore, learners make use of these words flexibly when in need. Various presentations have been introduced and used for teachin
9、g vocabulary, as a result, researchers have started testing and evaluating these presentations. Thematic clustering and semantic clustering were among these presentations proposed by educational researchers and psychologists. Concerning semantic clustering, a widely accepted way of presenting new vo
10、cabulary items, is similar to lexical semantic network in humans mind and helps the acquisition of vocabularies. However, many researchers assert that this presentation does not facilitate learning. Rather, it makes learning more difficult and interferes with the learning of similar words. Evidence
11、can be found in Interference Theory, which suggested that semantic clustering may actually impede rather than facilitate learning. Words can also be clustered thematically. This type of clustering is based on a cognitive relationship between words related to an existing scheme in the mind. Abstract:
12、 The present study attempts to examine the effects of thematic clustering and semantic clustering on second language vocabulary learning, the multi-dimensional vocabulary knowledge tests are well designed. It employed ten tests measuring five aspects of word knowledge (orthography, meaning and form,
13、 grammatical function, syntagmatic association and paradigmatic association) to assess learning. The studys purpose is to discuss whether thematic clustering or the use of meaningful context facilitates vocabulary learning. The experiment finds that the learners have significantly higher scores unde
14、r the learning condition of semantic clustering on the productive knowledge as measured using grammatical function, syntagmatic association and paradigmatic association tests. In addition, learners also got good marks under the learning condition of semantic clustering on other dimensions of vocabul
15、ary knowledge. The findings indicate that learning vocabulary under the condition of thematic clustering is of great help to learners. Keywords: Multi-dimensional vocabulary knowledge framework; modes of word presentation; thematic clustering, semantic clustering This paper is funded by the Chinese
16、Ministry of Education under the project “The effects of modes of presentation on Chinese learners vocabulary retention” (Project ID: 13YJC740100) and also by Changzhou University under the project “The effects of semantic relationship on L2 vocabulary learning” (Project ID: GLY2012035) 0 Introductio
17、n Presentation is a core component in language teaching, which is used to introduce new language items. Word presentation in English teaching shows learners target words in a certain manner, which covers morphology, pronunciation, meaning, grammatical feature, syntagmatic association, paradigmatic a
18、ssociation and so on. Presentation not only show learners target words and let them better understand the teaching content but also, which is more important, strengthen learners impression on target vocabularies through different word presentations and various steps. In this way, learners get abunda
19、nt vocabulary knowledge and consummate the forms of target words in their mind. Therefore, learners make use of these words flexibly when in need. Various presentations have been introduced and used for teaching vocabulary, as a result, researchers have started testing and evaluating these presentat
20、ions. Thematic clustering and semantic clustering were among these presentations proposed by educational researchers and psychologists. Concerning semantic clustering, a widely accepted way of presenting new vocabulary items, is similar to lexical semantic network in humans mind and helps the acquis
21、ition of vocabularies. However, many researchers assert that this presentation does not facilitate learning. Rather, it makes learning more difficult and interferes with the learning of similar words. Evidence can be found in Interference Theory, which suggested that semantic clustering may actually
22、 impede rather than facilitate learning. Words can also be clustered thematically. This type of clustering is based on a cognitive relationship between words related to an existing scheme in the mind. Abstract: The present study attempts to examine the effects of thematic clustering and semantic clu
23、stering on second language vocabulary learning, the multi-dimensional vocabulary knowledge tests are well designed. It employed ten tests measuring five aspects of word knowledge (orthography, meaning and form, grammatical function, syntagmatic association and paradigmatic association) to assess lea
24、rning. The studys purpose is to discuss whether thematic clustering or the use of meaningful context facilitates vocabulary learning. The experiment finds that the learners have significantly higher scores under the learning condition of semantic clustering on the productive knowledge as measured us
25、ing grammatical function, syntagmatic association and paradigmatic association tests. In addition, learners also got good marks under the learning condition of semantic clustering on other dimensions of vocabulary knowledge. The findings indicate that learning vocabulary under the condition of thema
26、tic clustering is of great help to learners. Keywords: Multi-dimensional vocabulary knowledge framework; modes of word presentation; thematic clustering, semantic clustering This paper is funded by the Chinese Ministry of Education under the project “The effects of modes of presentation on Chinese l
27、earners vocabulary retention” (Project ID: 13YJC740100) and also by Changzhou University under the project “The effects of semantic relationship on L2 vocabulary learning” (Project ID: GLY2012035) 0 Introduction Presentation is a core component in language teaching, which is used to introduce new la
28、nguage items. Word presentation in English teaching shows learners target words in a certain manner, which covers morphology, pronunciation, meaning, grammatical feature, syntagmatic association, paradigmatic association and so on. Presentation not only show learners target words and let them better
29、 understand the teaching content but also, which is more important, strengthen learners impression on target vocabularies through different word presentations and various steps. In this way, learners get abundant vocabulary knowledge and consummate the forms of target words in their mind. Therefore,
30、 learners make use of these words flexibly when in need. Various presentations have been introduced and used for teaching vocabulary, as a result, researchers have started testing and evaluating these presentations. Thematic clustering and semantic clustering were among these presentations proposed
31、by educational researchers and psychologists. Concerning semantic clustering, a widely accepted way of presenting new vocabulary items, is similar to lexical semantic network in humans mind and helps the acquisition of vocabularies. However, many researchers assert that this presentation does not fa
32、cilitate learning. Rather, it makes learning more difficult and interferes with the learning of similar words. Evidence can be found in Interference Theory, which suggested that semantic clustering may actually impede rather than facilitate learning. Words can also be clustered thematically. This ty
33、pe of clustering is based on a cognitive relationship between words related to an existing scheme in the mind. Abstract: The present study attempts to examine the effects of thematic clustering and semantic clustering on second language vocabulary learning, the multi-dimensional vocabulary knowledge
34、 tests are well designed. It employed ten tests measuring five aspects of word knowledge (orthography, meaning and form, grammatical function, syntagmatic association and paradigmatic association) to assess learning. The studys purpose is to discuss whether thematic clustering or the use of meaningf
35、ul context facilitates vocabulary learning. The experiment finds that the learners have significantly higher scores under the learning condition of semantic clustering on the productive knowledge as measured using grammatical function, syntagmatic association and paradigmatic association tests. In a
36、ddition, learners also got good marks under the learning condition of semantic clustering on other dimensions of vocabulary knowledge. The findings indicate that learning vocabulary under the condition of thematic clustering is of great help to learners. Keywords: Multi-dimensional vocabulary knowle
37、dge framework; modes of word presentation; thematic clustering, semantic clustering This paper is funded by the Chinese Ministry of Education under the project “The effects of modes of presentation on Chinese learners vocabulary retention” (Project ID: 13YJC740100) and also by Changzhou University u
38、nder the project “The effects of semantic relationship on L2 vocabulary learning” (Project ID: GLY2012035) 0 Introduction Presentation is a core component in language teaching, which is used to introduce new language items. Word presentation in English teaching shows learners target words in a certa
39、in manner, which covers morphology, pronunciation, meaning, grammatical feature, syntagmatic association, paradigmatic association and so on. Presentation not only show learners target words and let them better understand the teaching content but also, which is more important, strengthen learners im
40、pression on target vocabularies through different word presentations and various steps. In this way, learners get abundant vocabulary knowledge and consummate the forms of target words in their mind. Therefore, learners make use of these words flexibly when in need. Various presentations have been i
41、ntroduced and used for teaching vocabulary, as a result, researchers have started testing and evaluating these presentations. Thematic clustering and semantic clustering were among these presentations proposed by educational researchers and psychologists. Concerning semantic clustering, a widely accepted way of presenting new vocabulary items, is similar to lexical semantic network in
