The Impact of Presenting Semantically Related Clusters of New Words on Iranian Intermediate EFL learners' Vocabulary Acquisition

Saiede Shiri, Ehsan Rezvani


Teaching vocabulary in semantically related sets use as a common practice by EFL teachers. The present study tests the effectiveness of this techniques by comparing it with semantically unrelated clusters as the other technique on Iranian intermediate EFL learners. In the study three intact classes of participants studying at Isfahan were presented with a set of unrelated words through “ 504 Absolutely Essential words”, a set of related words through “The Oxford Picture Dictionary “, and the control group were presented some new words through six texts from “Reading Through Interaction”. Comparing of the results indicated that, while both techniques help the learners to acquire new sets of the words, presenting words in semantically unrelated sets seems to be more effective.



Semantically related clusters, semantically unrelated clusters, vocabulary acquisition, and interference

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