Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Bursa Uludağ Üniversitesi, EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ, Türkiye
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Öğrenci: MUSTAFA SARIOĞLU
Danışman: Çiğdem Karatepe
Özet:Although vocabulary instruction plays a key role in foreign language teaching, there seems no consensus on the issue of whether teaching words in semantic sets or in unrelated sets. An increasing number of studies suggest presenting vocabulary in semantically unrelated sets given that teaching related words simultaneously have an interfering effect on the acquisition of those words, which makes them prone to be cross-associated by L2 learners. Cross-association involves making incorrect form-meaning association between similar word pairs especially when students are exposed to learn semantically related words at the same time. So as to avoid cross-association, L2 teachers are advised to introduce related words at different times. However, this is mostly not possible for many EFL teachers due to the constraints from the L2 curricula or textbooks which usually serve vocabulary in semantic sets such as "clothes" and "colours". There is also no research evidence to give EFL teachers insights to help their learners avoid such kind of confusion. In this regard, this study includes three experiments conducted to investigate both the extent of cross-association and the potential effect of mnemonic devices on solving this problem under natural classroom setting. The results show that mnemonically instructed EFL learners have surpassed their control counterparts on both immediate learning and delayed recall of the target words. In spite of receiving the same instruction except mnemonic tricks, the control subjects have experienced more cross-association than the mnemonic groups. Thus, this research encourages EFL teachers to apply mnemonic techniques so as to cope with cross-association especially when they are required to teach words in semantic sets.