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
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