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ELT Journal Advance Access originally published online on March 5, 2009
ELT Journal 2009 63(4):313-322; doi:10.1093/elt/ccp014
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© The Author 2009. Published by Oxford University Press; all rights reserved.

An investigation of two ways of presenting vocabulary

Evagelia Papathanasiou

Evagelia Papathanasiou has a PhD in L2 vocabulary acquisition and she is an instructor in EAP in the English Language Support Unit at City College, Thessaloniki, Greece, affiliated institution of The University of Sheffield, England, UK (the results of this article are part of her research at this university). Her current main interests are L2 vocabulary acquisition, the effects of the Common European Framework in the language learning community, and students’ attributional beliefs in language learning

Email: epapathanasiou{at}city.academic.gr


  Abstract

The use of semantic links or networks in L2 vocabulary acquisition has been a popular subject for numerous studies. On one hand, there is a strong theoretical background stating that presenting words in related fashion facilitates the learning of L2 vocabulary. On the other hand, research evidence indicates that semantically related vocabulary seems to hinder rather than ease the learning of L2 vocabulary. The aim of the present study is to examine which manner of L2 vocabulary presentation is more helpful for L2 learners. It was conducted in EFL classrooms with Greek EFL students. The subjects were 31 intermediate EFL children and 32 beginner EFL adults. The two different ways of organizing new vocabulary for presentation were tested. The article will focus on the main conclusion that semantically related clustering impedes L2 vocabulary learning at beginners’ level.

Final revised version received December 2008


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