hyponymy and synonymy Sense relations of exclusion, esp. complementarity and antonymy

1. Journal of Convergence ınformatıon
Tecnology v:4,issue:4.18
Ferhat Karanfil
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2.  The general area was sense relations in vocabulary
teaching and integrated approach was employed.
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3.  Words were chosen from intensive reading
coursebook ‘Contemporary College English’.
 After posttest and delayed test they chose new
set of 36 words from the book ‘Integrated Skills
of English’.
 The native instructor was involved in
determining target words.
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4.  The primary aim of the study was to examine
sense relations ( synonymy,antonymy and
hyponymy ) and their effects on vocabulary
retention.
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5.  The researcher didn’t ask explicit questions to
the participants.He tried to test the effects of
sense relations using DVK-depth –of-
vocabulary-knowledge test format and using
WAT word association test
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6.  The researcher want to explore his own
context.Many similar studies had been done
before.
 In review of literature we can find Read(1995),
vocabulary knowledge has three elements:synonymy,polysemy and
collacation.
Qian (2002) mentions,paradigmatic ans syntagmatic relationships are
important because they appeared frequently in discussions of
vocabulary knowledge.
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7.  There were 80 first year students whose major
is English from Dezhou University of
Shanddong Province.All of them have a half
years’s study in university.58 males and 22
females were examined.They were all 19 years
old.
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8.  Each group subjects have six intensive reading class a week totally
48 class hour.After two months both group took a test of multiple
choice.In each question there is a stimulus adjective and 4 word
right and 4 word left in the box.
JOVIA
L
joyful emotio mood Wrong sleeps logical grievou temper
n s s ature
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9.  No penalty for incorret answers providing 20 minutes in exams.
 Students had prepared for the immedite post test and were not
informed of the intention to administer delayed posttest.It was
applied after two weeks of immediate test.
 The third test was applied all the same only target words were
changed to see ıf sense relation strategy is able to facilitate
students’ maneuver on the words that had not been explicitly
taught.
 Iın sense relation treatment Brown and Paynes’s model is used:
 1-encountering new words 2-getting the word form 3-
constructing sense relations 4-consolidating 5-using the word.
 In consolidating teacher provide appropriate exercises to train
and consolidate newly learned words and help learners to get
 retention.
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10.  In analysing the data SPSS 11.0 and Levene’s t-test was
used.
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11.  Experimental group did better in the posttest showing
that even though they had some loss of words ,they
had seen a better long term retention under the
guidance of sense relation strategy.
 The immediate ,delayed and third test scores revealed
that sense relation treatment is a better way of
contributing to promoting subjects’ vocabulary
acqusition and retention than the traditional method.
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12.  Randomly chosen word samples-native speaker?
 Chance for success in collacations
 Not generalizable results
 58 male 22 female
 Sense relations works well in short memory but
after sometime students can confuse duration
of the study is limited.
 Realiable and valid data.
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13.  ferhat.karanfil@oup.com
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