An Experimental Comparison of Frame Semantics vs. Lexical Field Approaches to Teaching Vocabulary in an EFL A2-level Class
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Título
An Experimental Comparison of Frame Semantics vs. Lexical Field Approaches to Teaching Vocabulary in an EFL A2-level ClassAutoría
Tutor/Supervisor; Universidad.Departamento
Navarro i Ferrando, Ignasi; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019Editor
Universitat Jaume IResumen
Learning a second language has always been a cause for dismay among some students
considering that many aspects conforming a language need to be taken into account
in order to master it i.e. grammar, pronunciation ... [+]
Learning a second language has always been a cause for dismay among some students
considering that many aspects conforming a language need to be taken into account
in order to master it i.e. grammar, pronunciation and vocabulary. Notwithstanding,
vocabulary plays a vital role when learning a new language since without vocabulary,
communication cannot arise. This study intends to shed some light on the suitability
of different methodologies when teaching vocabulary in an EFL A2-level class, i.e.
Lexical Field theory within Structuralist Semantics or Frame Semantics within the
paradigm of Cognitive Semantics. Furthermore, this work is also aimed to evaluate
the students’ perception of effectiveness, simplicity and enjoyment with Frame
Semantics or Lexical Field.
The current study has the following structure. Firstly, an introduction is written with
the aim of presenting my personal motivation, justification and purposes for
conducting this research. Secondly, in the theoretical background, it is possible to find
all the literature concerning this study explained in detail. Thirdly, the methodology
section is structured following these points: setting and experimental design,
participants, data collection, and pedagogical treatment. Fourthly, the data analysis
and the discussion are introduced. Finally, as a conclusion, the study limitations and
further research are also presented.
This paper suggests that teaching new vocabulary in an EFL A2-level class by dint of
Lexical Field theory is more effective than by means of Frame Semantics, considering
that students at this level do not know enough vocabulary in order to learn from
context. Furthermore, findings affirm that the students’ perceptions of effectiveness,
simplicity and enjoyment are higher with Lexical Field than in Frame Semantics. It
is worth mentioning that the students participating in the current study were of ages
ranging between twenty and eighty years old. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | Frame Semantics | Lexical Field | Vocabulary | English as a Foreign Language
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2018/2019.
Tipo de documento
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