Effects of Semantic Relatedness on L2 Vocabulary Learning in Foreign Language Activities

Abstract

Previous studies have explored the effectiveness of L2 vocabulary learning methods for novice learners. However, what vocabulary instruction develops L2 lexical knowledge of Japanese elementary school children beyond an oral and aural input is not adequately clear. The present study examined the efffects of L1 semantic knowledge of children (i.e., semantic relatedness) on L2 vocabulary learning through foreign language activities. In Activity 1 (Karuta game), 51 Japanese 5th-grade children learned the meanings of target words based on syntagmatic, paradigmatic, and unrelated conditions. The results suggested that the paradigmatic relation was most effective for word learning. Activity 2 (word combination game) was conducted to examine the effects of semantic relatedness on the acquisition of productive knowledge. The results were consistent with those of Activity 1, indicating that semantic relations facilitated the learning of various aspects of words. These findings suggest that using L1 semantic relatedness in L2 vocabulary learning promotes gains in lexical knowledge for Japanese elementary school children. Particularly, a paradigmatic relation affected the leaning outcomes, and the words were retained in mental lexicon based on semantic relatedness.