Memorization versus semantic mapping in L2 vocabulary acquisition

Roya Khoii

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month treatment period, a multiple-choice vocabulary post-test was given to the members of both groups to measure their progress in this area. The results indicated that, although both groups had improved their word storage, the difference between their mean scores on the post-test was not statistically significant. Therefore, it was concluded that, in spite of the energy and time devoted to preparing the semantic maps for each unit of instruction, this technique was not superior to rote memorization in helping the students to expand their word knowledge, thus casting doubt on the criticism targeted at rote memorization as a useful strategy for vocabulary acquisition.

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2013Longman Dictionary of Language Teaching and Applied Linguistics 1992Learning Strategies in Second Language Acquisition 2001Introduction: Investigating Form‐Focused Instruction 2001Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition 2006Strategies for Language Learning and for Language Use: Revising the Theoretical Framework 2008Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation 2011Aspects of working memory in L2 learning 1991A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition

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