Learning activity 2.1 of Semantics

1. THE RELATIONSHIP
BETWEEN SEMANTICS AND
TEACHING VOCABULARY
BY CRISTINA
PILATAXI
JANUARY, 10TH.
2016

2. VOCABULARY
ACQUISITION

4. THREE STAGE
MODEL

5. THE SEMANTIC TRANSFER HYPOTHESIS

6. • Form-meaning mapping is one of the basic processes involved in
vocabulary acquisition.
• A clear understanding of the process is required for any attempt to
develop a theory of vocabulary acquisition.
• Form-meaning mapping has remained the focus of attention in the
study of child vocabulary acquisiton.
FIRSTFIRST

7. SECONDSECOND
• It represents a view of form-meaning mapping that is often in contrast
to the assumptions held by many L2 researches.
• It is often assumed that L2 learners acquire new meanings while
learning new words.

8. EVIDENCEEVIDENCE
• The transfer of semantic structures from L1 to L2 was demonstrated
in studies.
• Te transfer comes from controlled experimental studies.
• The semantic content residing in L2 words is transferred from their L1
translations.

9. THE PRESENTTHE PRESENT
STUDYSTUDY

12. •The results suggest that whether two English words
share the same L1 translation affects the speed and
accuracy of L1 ESL speakers in judging the
semantic relatedness of English words.

14. LEXICAL COMPETENCELEXICAL COMPETENCE
AND SEMANTIC AUTONOMYAND SEMANTIC AUTONOMY
•Lexical competence has hence become a
multidimensional construct rather than a
monolithic concept.

15. OVERCOMING SEMANTICOVERCOMING SEMANTIC
FOSSILIZATIONFOSSILIZATION
•L2 learners can benefit tremendously
from a variety of vocabulary instruction
techniques that help draw their attention
to the semantic differences between two
L2 words.