The patterns of semantic mapping development of English verbs acquired by Indonesian EFL learners
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Date
2005
Authors
Xaverius Mukarto, Fransiscus
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Abstract
This study investigated the patterns of semantic development of English verbs
acquired by Indonesian EFL learners of three different proficiency levels. Specifically,
the study aimed: (1) to find out whether there were significant differences in the
semantic mapping accuracy of English verbs between the three proficiency groups;
and (2) to discover the patterns of semantic mapping development of the English verbs
acquired by the three proficiency groups.
The study adopted the cross-sectional design. It involved 120 subjects divided
evenly among three different proficiency levels: low intermediate, high intermediate,
and advanced. The data on semantic mapping were elicited using a forward translation
recognition matrix designed particularly for this purpose. The subjects’ responses were
based on two variables: the accuracy of the semantic mapping and the level of
mapping confidence.
A number of theories were adopted as the basis for research design and for
explaining the results of the study. They include the psycholinguistic theory of lexical
representation, development, and processing, componential analysis, contrastive
analysis and prototype theory. The results of the data analysis reveal that: (1) there were significant
differences between the three different proficiency levels in the semantic mapping
accuracy of English verbs and the number of significant differences varied from word to
word and from category to category; (2) as proficiency level increased, L2 learners
knew significantly more semantic features. The majority of the newly known features
were mapped accurately, while the rest were inaccurately mapped. Some of the newly
known features were mapped with high level of mapping confidence while some others
were mapped with low level of mapping confidence. In addition, some of the already
mapped features were further remapped. This process of semantic restructuring
resulted in a significantly better representation of L2 word meanings in the learners’ L2
lexicon.
The findings suggest that: (1) L2 vocabulary acquisition involves a continuous
process of semantic restructuring; (2) the intensity of the restructuring process varies
from word to word and from one semantic mapping category to another; (3) the
restructuring process tends to result in more refined semantic contents and semantic
boundaries of L2 words, but the refinement of the semantic content tends to be slow;
(4) despite the semantic restructuring process, L2 word meanings are both underrepresented
and over-represented even at the advanced level; and (5) the underrepresentation
and over-representation of word meanings result from a number
different sources. Based on the results of the study, a model of representation of L2
word meaning and the paths of possible semantic restructuring is proposed.
Finally, further research is suggested to reach a more comprehensive
understanding of the patterns of semantic mapping development and a guideline for
developing learning-teaching activities which help learners acquire more words and
minimize under-representation as well as over-representation of word meanings is
suggested.
Description
Ph.D
Keywords
Humanities , Semantic Mapping Development