The Effects of Semantic Clustering on English Vocabulary Learning

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研究生：	黃秋萍 Huang, Chiou-Ping
論文名稱：	The Effects of Semantic Clustering on English Vocabulary Learning 語意群集對英文字彙學習成效之研究
指導教授：	柯安娜 Katchen, Johanna 卓江 John Truscott
口試委員:	柯安娜 Katchen, Johanna 卓江 John Truscott 林律君
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2011
畢業學年度：	99
語文別：	英文
論文頁數：	90
中文關鍵詞：	語意群集、非語意群集、深層語意處理
外文關鍵詞：	semantically-related sets, semantically-unrelated sets, deep processing, shallow processing
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摘要

過去的文獻指出語意群集的單字阻礙學習。為了瞭解在實際教學情境中語意群集的單字是否真正阻礙學習，以及檢視運用深層語意處理學習語意群集單字的成效，因而著手進行此篇研究。
研究對象是研究者任教的一所高中商科學程的八位男性及十一位女性學生, 他們在課堂上學習二十八個英文單字。這些單字分成四個單字表，其中兩個單字表是語意群集的單字(疾病及職業)，另外兩個單字表則是非語意群集的單字。其中一個語意群集的單字表和一個非語意群集的單字表是用淺層字形語音處理活動學習，而另一個語意群集的單字表和非語意群集的單字表則是用深層語意處理活動學習。
研究結果指出，在淺層學習□，語意群集單字的習得和非語意群集單字的習得在英翻中的立即後測中並無差別。在淺層學習□，非語意群集單字的習得在中翻英的立即後測中比語意群集單字的習得好；而在深層學習□，語意群集單字的習得在中翻英的立即後測中比非語意群集單字的習得好。此外，在淺層學習和深層學習□，語意群集單字的習得在延遲的英翻中後測□傾向比非語意群集單字的習得好；而在這兩種學習□，語意群集單字的習得和非語意群集單字的習得在延遲的中翻英後測中，看不出有任何差別。

Abstract

Previous research studies have shown that presentation of words in semantic clusters have harmful effects on learning. This study was conducted to investigate whether these harmful effects could be found in typical English classroom settings and what effects would yield if semantic clusters were studied under deep processing activities.
Subjects in this study were eight male and 11 female students from a business-oriented program in a senior high school where the researcher taught. They studied twenty-eight English words grouped in four lists of seven in their regularly scheduled English classes. Two lists were semantically-related (SR) words grouped under the categories of physical complaints and professions, and the other two lists were semantically-unrelated (SU) words. One SR and one SU list were studied through shallow-processing learning activities, and the other SR and SU lists were studied through deep-processing activities.
Results of this study showed that acquisition of SR words was not different from acquisition of SU words on the immediate recognition posttests under both shallow and deep processing conditions. Acquisition of SU words tended to be better than acquisition of SR words on the immediate production posttests under shallow learning, while acquisition of SR words tended to be better than acquisition of SU words on the immediate production posttests under deep learning. Besides, there was a tendency for SR words to be retained better than SU words under both shallow and deep processing conditions on the delayed recognition posttests. However, no difference was found between the retention of SR and SU words on the delayed production posttests under both shallow and deep processing conditions.

TABLE OF CONTENTS

ABSTRACT (Chinese)……………………………...…………………………………i
ABSTRACT (English)……………………………………………………...…………ii
ACKNOWLEDGEMENTS………………………..…………………………………iii
TABLE OF CONTENTS………………………..……………………………………iv
LIST OF TABLES………………………….…………………………………….…viii
LIST OF FIGURES………………………………………………………………..…xi
CHAPTER I   INTRODUCTION…………………………………………………...1
    1.1    Research Background and Motivation……………………………………...1
    1.2    Goals of the Present Study…………………………..……………………...3
    1.3    Definitions of Terms……………………...…………………………………4
        1.3.1    Semantically-Related Words……………………………………..4
        1.3.2    Semantically-Unrelated Words…………………………………...4
        1.3.3    Deep-Processing Vocabulary Learning Activities………………..4
        1.3.4    Shallow-Processing Vocabulary Learning Activities…………….5
    1.4    Organization of the Thesis…………………………………………………..5
CHAPTER II   LITERATURE REVIEW…………………………………………...6
    2.1    Presentation of Lexis in English Teaching………………………………….6
        2.1.1    Theoretical Background………………………………………….6
        2.1.2    Interference in Word Learning…………………………………...8
        2.1.3    Semantically-Related vs. Unrelated Vocabulary Sets…………...11
    2.2    The Levels-of-Processing Hypothesis……………………………………..18
        2.2.1    Definition of the Levels-of-Processing Hypothesis………….....18
2.2.2    The Effects of Deep Processing on Vocabulary Learning………20
2.2.3    Deep Processing on the Distinctiveness Heuristics……………..24
2.3    Summary…………………………………………………………………..25
CHAPTER III   METHODOLOGY………………………………………………..27
    3.1    Design of the Study………………………………………………………..27
    3.2     Subjects and Settings………………………………………………………27
    3.3    Materials…………………………………………………………………...28
        3.3.1 Selection of Words…………………………………………………..28
        3.3.2 Vocabulary Learning Activities……………………………………...29
            3.3.2.1    Deep-Processing Learning Activities……………………...30
            3.3.2.2.    Shallow-Processing Vocabulary Learning Activities……...31
    3.4    Instruments……………………………………………………..………….32
    3.5    Procedures…………………………………………………………………33
    3.6    Data Analysis………………………………………………………………34
        3.6.1 Scoring………………………………………………………………34
        3.6.2 Measures of Data Analysis…………………………………………..35
CHAPTER IV   RESULTS AND DISCUSSION…………………………………..36
    4.1.    Results and Discussion of Research Question 1……….………………….36
        4.1.1    Results from the Immediate English-to-Chinese Recognition
                Posttests…………………………………………………………36
        4.1.2    Results from the Immediate Chinese-to-English Production
                Posttests…………………………………………………………37
        4.1.3    Discussion………………………………………………………38
    4.2    Results and Discussion of Research Question 2…………………………..39
        4.2.1    Results from the Delayed English-to-Chinese Recognition
                Posttests…………………………………………………………39
        4.2.2    Results from the Delayed Chinese-to-English Production
                Posttests…………………………………………………………40
        4.2.3    Discussion………………………………………………………41
    4.3.    Results and Discussion of Research Question 3……….………………….41
        4.3.1    Results from the Immediate English-to-Chinese Recognition
                Posttests…………………………………………………………42
        4.3.2    Results from the Immediate Chinese-to-English Production
                Posttests…………………………………………………………42
        4.3.3    Discussion………………………………………………………43
    4.4    Results and Discussion of Research Question 4…………………………..44
        4.4.1    Results from the Delayed English-to-Chinese Recognition
                Posttests…………………………………………………………44
        4.4.2    Results from the Delayed Chinese-to-English Production
                Posttests…………………………………………………………45
        4.4.3    Discussion………………………………………………………46
    4.5    Results of the Post-Study Questionnaire……………………………..…...46
    4.6    General Discussion………………………………………………………..49
CHAPTER V   CONCLUSION………………………………...………………….55
    5.1    Summary of the Findings…………………………...….…………….……55
    5.2    Pedagogical Implications………………...…………………………….….56
    5.3    Limitations of the Study and Suggestions for Future Research……….…..57
REFERENCES……………………………………………………………………….59
APPENDIX A…………………………………………………………………..……64
APPENDIX B……………………………………………..…………………………66
APPENDIX C………………………………………………….…………………….67
APPENDIX D…………………………………………………………..……………69
APPENDIX E……………………………………………………………….………..71
APPENDIX F………………………………….……………………………………..72
APPENDIX G………………………………………………………………………..73
APPENDIX H……………..…………………………………………………………77
APPENDIX I…………………………………………………………………………79
APPENDIX J…………………………………...…………………………………….81
APPENDIX K………….…………………………………………………………….82
APPENDIX L…………...……………………………………………………………83
APPENDIX M………………………………………………………………………..85
APPENDIX N………………………………………………………………………..87
APPENDIX O…………………………………………………………………….….89
APPENDIX P………………….……………………………………………………..90
















List of Tables

Table 1    The sum of the total syllables of words and frequencies of correct responses in each vocabulary list………………...……………………...…………....29
Table 2    Schedules of the study……………………………...……………………..34
Table 3    Comparison of SR and SU scores on the immediate English-to-Chinese recognition posttests under shallow processing conditions………………..36
Table 4    Comparison of completely correct and partially correct SR and SU words on the immediate Chinese-to-English production posttests under shallow processing conditions…..…………………….………………………...….37
Table 5    Comparison of completely correct SR and SU words on the immediate Chinese-to-English production posttests under shallow processing conditions ….……………………………………………………..……….38
Table 6    Comparison of SR and SU scores on the immediate and delayed English-to-Chinese recognition posttests under shallow processing conditions …………………………………………………………………40
Table 7    Comparison of completely correct and partially correct SR and SU words on the immediate and delayed Chinese-to-English production posttests under shallow processing conditions……………………...……………….40
Table 8    Comparison of completely correct SR and SU words on the immediate and delayed Chinese-to-English production posttests under shallow processing conditions ………………………………….…………………………..….41
Table 9    Comparison of SR and SU scores on the immediate English-to-Chinese recognition posttests under deep processing conditions………….………..42
Table 10     Comparison of completely correct and partially correct SR and SU words on the immediate Chinese-to-English production posttests under deep processing conditions………………………………………………..…….43
Table 11    Comparison of completely correct SR and SU words on the immediate Chinese-to-English production posttests under deep processing conditions………………………………………………………………….43
Table 12    Comparison of SR and SU scores on the immediate and delayed English-to-Chinese recognition posttests under deep processing conditions …………………………………………………………………45
Table 13    Comparison of completely correct and partially correct SR and SU words on the immediate and delayed Chinese-to-English production posttests under deep processing conditions …………………...……........…….…....45
Table 14    Comparison of completely correct SR and SU words on the immediate and delayed Chinese-to-English production posttests under deep processing conditions…………………………………..…………………………..….46
Table 15    Results of the post-study questionnaire……………………………………47
Table 16    Comparison of SR and SU scores on the immediate English-to-Chinese recognition posttests under shallow and deep processing conditions……..50
Table 17    Comparison of completely and partially correct SR and SU words on the immediate Chinese-to-English production posttests under shallow and deep processing conditions ……………………………...……………………...51
Table 18    Comparison of completely correct SR and SU words on the immediate Chinese-to-English production posttests under shallow and deep processing conditions ………………………………………………………………....51
Table 19    Comparison of SR and SU scores on the delayed English-to-Chinese recognition posttests under shallow and deep processing conditions……..52
Table 20    Comparison of completely correct and partially correct SR and SU words on the delayed Chinese-to-English production posttests under shallow and deep processing conditions…………………..……………….…………....53
Table 21    Comparison of completely correct SR and SU words on the delayed Chinese-to-English production posttests under shallow and deep processing conditions………………………………………………..…..……...……..54























List of Figures

Figure 1    Completely correct and partially correct SR and SU words on the immediate production posttests under shallow and deep learning….............................51
Figure 2    Completely correct SR and SU words on the immediate production posttests under shallow and deep learning…………………………….………….....52
Figure 3    Scores of SR and SU words on the delayed recognition posttests under shallow and deep learning ……..……………………………………...…..53

                                

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