의미망 활동과 스키마 사용이 어휘 습득과 정의적 영역에 미치는 영향

The effects of the use of semantic-mapping and schema on vocabulary acquisition and affective factors

  This study aims to investigate the effects of the use of semanticmapping strategies and personal schema on vocabulary acquisition and affective factors in an EFL situation. For this purpose, three groups, which were homogeneous in vocabulary proficiency, were selected. In the control group, words were taught without using semantic-mapping strategies, while in the two experimental groups, semantic-mapping strategies were applied when words were taught. The two experimental groups, however, differed in the explicit use of learners" personal schema. After treatment, tests were given to the pupils to measure their vocabulary proficiency, and a questionnaire was carried out to consider the effects of the treatment on affective factors. This study revealed that the experimental groups showed a significant increase in their vocabulary ability, while the control group did not, showing that semantic-mapping should be beneficial in promoting pupils" vocabulary proficiency. However, no significant differences were found between the two experimental groups, indicating that the explicit use of the pupils" personal schema might not play a significant role in improving their vocabulary ability. The use of semantic-mapping was found to enhance the pupils" interest and confidence in vocabulary learning. Based on the results of this study, suggestions for vocabulary teaching and further research were made.