Learning vocabulary through underlying meanings

Abstract

This study investigated the effects of a task-based vocabulary learning technique which focuses learners' attention on the underlying meaning of a word. The words selected for the study came from Xue and Nation's university word List (1984) which assumes a knowledge of West's General Service List of English Words (1953). The subjects were a class of adult second language learners preparing for English medium university study. In the experimental treatment, learners were exposed to different meanings of a polysemous word and were required to perform a task relating to each meaning. A further task required them to state the underlying meaning of the polysemous word. In the comparison treatment, learners were exposed to a single meaning of a word and they performed three tasks relating to that meaning. Later the subjects were tested to see if they could select the correct meaning of further uses of the polysemous word. It was predicted that the experimental group would do this better than the comparison group and that they would also produce good quality of discussion. The results of the four-week programme showed that the exercises did encourage good quality of discussion. This was reflected in both the accuracy of the underlying meanings expressed by the subjects in the experimental group and in the level of processing required to complete the tasks. The exercises also produced large quantities of interaction between the subjects and encouraged a spread of participation. Although both groups made equivalent learning gains, the experimental group was significantly more likely than the comparison group to utilise context clues to determine word meaning. As well as the opportunities it allowed for speaking and deep processing, a further benefit of the technique was the high level of interest that it aroused among the subjects.