Aims and objectives of the study
This study aims to investigate the effectiveness of teaching English for Specific Purposes (ESP) vocabulary through semantic mapping, focusing on students' attitudes towards this instructional method and their retention of the vocabulary It serves as an initial exploration, setting the stage for broader applications of semantic mapping in ESP vocabulary instruction, with two key objectives guiding the research.
- To investigate students‟ perceived benefits of learning ESP vocabulary through semantic mapping?
- To examine the impact of employing semantic mapping on students‟ ESP vocabulary retention.
Scope of the study
This study focuses on students' perceptions of the effectiveness of semantic mapping in enhancing their English for Specific Purposes (ESP) vocabulary learning and retention, as assessed through questionnaire responses and progress tests Additionally, it resembles a small-scale action research project, aiming primarily to facilitate improvements in vocabulary acquisition.
The researcher aimed to enhance her teaching methods by conducting a study with final-year students enrolled in a three-year training program These participants were actual students from her class, and the study utilized a specific textbook to guide the research.
“English for finance and accounting” which was compiled by teachers from HTC and is in use at the college as instructional material.
Research questions
In order to achieve the aim and objectives of the study, the following research questions are formulated:
1 What are students’ perceived benefits of learning ESP vocabulary through semantic mapping?
2 To what extent does semantic mapping help students learn ESP vocabulary better as measured by their retention of vocabulary ?
Significance of the study
Despite extensive research on semantic mapping in second language vocabulary learning, there is a lack of studies focusing on English for Specific Purposes (ESP) This study aims to explore students' perceived benefits of semantic mapping for enhancing their ESP vocabulary and its influence on vocabulary retention The findings will provide valuable insights into the potential of semantic mapping as an effective tool for teaching ESP vocabulary Furthermore, this research can serve as a foundation for future studies examining the impact of this vocabulary strategy on students' ESP vocabulary acquisition, particularly in contexts where ESP is taught as a minor subject.
The study aims to evaluate the effect of semantic mapping on students' ESP vocabulary acquisition using a quasi-experimental design This approach is characterized by the absence of randomized sampling, as it utilizes an intact group of students Additionally, it does not follow a pretest-posttest design; rather, the treatment's impact is assessed through progress tests, a final test, and a student questionnaire.
To gather information for the research questions, two primary data collection instruments were utilized: a student questionnaire and progress tests The student questionnaire, administered at the conclusion of the treatment, aimed to capture students' perceptions of the treatment For the second research question, two progress tests and a final test were conducted at the end of the treatment to assess students' retention of the vocabulary taught during the intervention.
The thesis is composed of three parts
Part A – the Introduction – introduces the rationale, the aims and objectives, the scope, the research questions, the significance, the method, and the design of the study are presented
Part B of the thesis, titled "The Development," comprises three essential chapters that form its backbone Chapter 1 establishes the theoretical framework guiding the research and data discussion Chapter 2 details the study's context, including participant information, research procedures, experimental methods, and data collection and analysis techniques Finally, Chapter 3 presents and discusses the study's findings.
In conclusion, this section summarizes the key findings in relation to the research questions outlined in Part A, Section 4 It also acknowledges the study's limitations and discusses the implications for teaching English for Specific Purposes (ESP) vocabulary through semantic mapping Furthermore, it offers suggestions for future research in this area.
This chapter reviews the literature on vocabulary teaching and learning, specifically focusing on semantic mapping as a technique for vocabulary instruction It begins by defining vocabulary and highlighting its significance in second or foreign language acquisition, particularly in English for Specific Purposes (ESP) The chapter also discusses the complexities involved in teaching foreign language vocabulary and the challenges learners face This background sets the stage for subsequent sections that examine the unique linguistic features of ESP vocabulary and the specific difficulties encountered in its teaching and learning.
6 these, some other basic issues related to ESP vocabulary teaching and learning are presented and discussed Finally, previous studies on using semantic mapping for teaching vocabulary are reviewed
Vocabulary is defined in various ways by different linguists, each offering unique interpretations based on their emphasis on factors such as linguistics, semantics, and lexicology.
Hornby (1995, p.1331) states that vocabulary is the total number of words which ( with rules of combining them) makes up a language Similarly, Ur
(1996) defines vocabulary as “the words we teach in the foreign language” (p
A new vocabulary item can consist of multiple words, such as compounds or idiomatic expressions, which pose challenges for foreign language learners since their meanings cannot be inferred from the individual words Examples of these multi-word lexical units include terms like "balance sheet," "current account," "write-off," and "financial records."
This study defines vocabulary as the complete set of words within a language, encompassing not only simple terms but also complex and compound words that form meaningful units of communication.
1.2 The role of vocabulary in second language learning
It is commonly accepted that vocabulary is one of the fundamental elements of a language Pyles and Algeo (1970) states
When we first think about language, we think first about words It is words that we arrange together to make sentences, conversations and discourses of all kinds (p.96)
As words are the meaningful units of a language, vocabulary is of critical importance to L2 learners This is highlighted by McCarthy ( 1990), who argues,
Effective communication in a second language (L2) relies on more than just mastering grammar and pronunciation; it fundamentally requires a robust vocabulary Without a diverse range of words to convey various meanings, students may struggle to express themselves meaningfully in L2, regardless of their grammatical knowledge or phonetic skills.
Effective communication in foreign language learning hinges on vocabulary acquisition, which should be prioritized A learner with a broad vocabulary, even with minimal grammar knowledge, can easily express and comprehend ideas Conversely, limited vocabulary paired with extensive grammar knowledge can hinder communication and understanding Laufer (1998) highlights that a significant distinction between foreign learners and native speakers lies in their vocabulary size To address this, Thornbury (1997) advises that learners should consistently work on expanding their vocabulary, as this is an ongoing process essential for effective language use.
In reality, vocabulary directly link to language skills as listening, speaking, reading and writing Therefore, a good vocabulary knowledge facilitates second language learners‟ comprehending the text they are reading or
8 listening, enable learners to speak naturally and to write professionally Obviously, there is no way of making advance in second language without efforts to increase vocabulary
1.3 What is involved in teaching L2 vocabulary
According to Harmer (1991, p 158), to know the word involves knowing its:
Meaning (its definition) - meanings in context, sense relations (synonyms, antonyms, hyponyms)
Usage – collocations, idioms and metaphors, style and register
Form – spelling and pronunciation, prefixes and suffixes, parts of speech Grammar – irregular forms, phrasal verbs, adverbs and adjectives
Because of this complexity of vocabulary knowledge, it is really challenging to teach and learn L2 vocabulary These challenges are discussed in the following section
Vocabulary acquisition is a multifaceted challenge for foreign language learners Scholars like Jensen (1998) and Sprenger (1999) highlight that one of the primary obstacles students face is the retention of vocabulary and the ability to retrieve meanings for effective communication This difficulty often stems from insufficient initial processing of information, leading to a weak understanding of words.
To effectively support learners in overcoming challenges with vocabulary acquisition, foreign language teachers should focus on enhancing the associations and semantic connections related to the target vocabulary This approach will deepen learners' understanding and retention of new words, ultimately improving their language proficiency.
9 ensure accurate long term storage Towards this goal, semantic mapping can be a good teaching strategy
This study explores the benefits of using semantic mapping as a technique for teaching English for Specific Purposes (ESP) vocabulary, highlighting the unique characteristics that define ESP vocabulary.
1.5 The nature of ESP vocabulary
Vocabulary is essential for learning foreign languages, especially in specialized courses In English for Specific Purposes (ESP), vocabulary is divided into categories such as semi-technical, sub-technical, and technical vocabulary, also known as jargon.