An Experimental Comparison of Frame Semantics vs. Lexical Field Approaches to Teaching Vocabulary in an EFL A2-level Class

Abstract

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.