The Effectiveness of Semantics Feature Analysis on EFL Primary Learners’ Word Awareness
DOI:
https://doi.org/10.26436/hjuoz.2022.10.3.812Keywords:
Graphs, Language Delay, Matrix, Primary Learners, Semantic Feature Analysis (SFA), Word AwarenessAbstract
The correlation between the thematic and lexical units is a fundamental stage in language development. Understanding vocabulary from any text and category is essential in school subjects and daily life. Therefore, the current study aims at examining and analyzing the effect of semantic feature analysis (henceforth, SFA) strategy on the word awareness of EFL primary learners. The present study participants are twenty-three learners with language delay (LD), who are learning English as a second language at Da Vinci International School and Smart Kurd Private School, Duhok city, Kurdistan Region of Iraq. Furthermore, to achieve the research aims, a qualitative methodology was used, whereby students were observed, and data was collected through two main tasks, a matrix chart with and without graphical representation. The results showed that students faced fewer difficulties when identifying the physical features of lexical items in both matrixes. By contrast, the participants tended to find location features as the most difficult category. The study has also revealed that SFA with graphic representation is greatly effective in terms of vocabulary learning and retention. Moreover, this study is valuable as it investigated the effectiveness of SFA on primary learners’ word awareness. It contributes largely to children's language development in terms of lexicon enrichment, comprehension, and content retention.
References
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- Ylvisaker, M., and Szekeres, S. (1985). Cognitive-language intervention with brain injured adolescents and adults. Paper presented at: Annual Convention of the Illinois Speech-Language-Hearing Association. Chicago, Illinois.
- Yule, G. (2006). The Study of Language. 3rd ed. Cambridge: Cambridge University Press.
- Amer, A. (2019). Teaching/developing vocabulary using semantic feature analysis. John Wiley & Sons, Inc. 1-7. from https://doi.org/10.1002/9781118784235.eelt0743
- Anders, P., & Bos, C. (1986). Semantic feature analysis: an interactive strategy for vocabulary development and text comprehension. Journal of Reading, 29(7), 610-616. Retrieved June 8, 2021, from http://www.jstor.org/stable/40029687
- Bishop, D., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of child psychology and psychiatry, and allied disciplines, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721
- Boyle, M. and Coelho, C. A. (1995). Application of semantic feature analysis as a treatment for aphasic dysnomia. In American Journal of Speech Language Pathology, 4, pp. 94-98. Retrieved 7 March, 2021 from https://ajslp.pubs.asha.org/
- Boyle, Mary (2010). Semantic feature analysis treatment for aphasic word retrieval Impairments: what’s in a name?” In Top Stroke Rehabilitation, 17, pp. 411–422. Retrieved 9 March, 2021 from https://www.researchgate.net/publication/49759712/
- Brinton L. J. and Brinton D. M. (2010). The Linguistic Structure of Modern English. Philadelphia: John Benjamins Publishing Company
- Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation. Language, speech, and hearing services in schools, 32(1), 38–50. https://doi.org/10.1044/0161-1461(2001/004)
- Chard, J., D., & Dickson, V., S. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Retrieved from http://www.ldonline.org/article/6254
- Davis, L., & Stanton, S. (2005). Semantic feature analysis as a functional therapy tool. Contemporary Issues in Communication Science and Disorders, vol. 32, pp. 85–92. https://pubs.asha.org/doi/10.1044/cicsd_32_F_85
- DeLong, C., Nessler, C., Wright, S., & Wambaugh, J. (2015). Semantic feature analysis: further examination of outcomes. In American Journal of Speech Language Pathology, 4, pp. 1-16. Retrieved 7 March, 2021, from https://ajslp.pubs.asha.org/.
- Dupuis, Mary M, Joice W. Lee, Bernard J., & Eunice N. Askov. Foresman. (1989). Teaching Reading and Writing in the Content Area. New York, NY: Scott Foresman Company.
- Efstratiadou, E. A., Papathanasiou, I., Holland, R., Archonti, A., & Hilari, K. (2018). A systematic review of semantic feature analysis therapy studies for aphasia. Journal of Speech, Language, and Hearing Research: JSLHR, 61(5), 1261–1278. https://doi.org/10.1044/2018_JSLHR-L-16-0330
- Geudens, A. (2000). Phonological Awareness and Learning to Read a First Language: Controversies and New Perspectives. K.U. Leuven, Belgium. Retrieved from https://dspace.library.uu.nl/bitstream/handle/1874/296559/bookpart.pdf?sequence=2
- Glogowska, M., Roulstone, S., Peters, T. J., & Enderby, P. (2006). Early speech- and language-impaired children: linguistic, literacy, and social outcomes. Developmental medicine and child neurology, 48(6), 489–494. https://doi.org/10.1017/S0012162206001046
- Gentles, S. J., Charles, C., & Ploeg, J. (2015). The Qualitative Report, 20(11), 1772–1789.
- Hornby, A. S. (1995). Oxford Advanced Learners Dictionary of Current English. London: Oxford University Press.
- Johnson, D., & Pearson, P. (1978). Teaching Reading Vocabulary. New York: Holt, Rinehart & Winston.
- Levine, H. (1965). Vocabulary for the College-Bound Students. New York, NY: Amsco School Publication
- Leonard, L. B. (2014). Children with specific language impairment. MIT press.
- Liu, M., & Zhu, L. (2012). An investigation and analysis of teacher talk in college English class. In International Journal of English Linguistic, 2 (5), pp. 117-121. Retrieved 13 February, 2021 from http://www.ccsenet.org/journal/index.php/ijel/article/download/20965/13699/
- Miller, Gay. (2019). Semantic feature analysis: a teaching strategy. Retrieved 8 March, 2021 from https://bookunitsteacher.com/wp/?p=5781/
- Mohammed, F.O. (2014). The use of phonological awareness skills in teaching phonetics and phonology for university students. IOSR Journal of Humanities and Social Science Vol. 19:101-106.
- Punch, K.F. (2005) Introduction to social research: Quantitative and Qualitative Approaches (2nd edn). London: Sage.
- Scholl, D. I., McCabe, P., Nickels, L., & Ballard, K. J. (2021). Outcomes of semantic feature analysis treatment for aphasia with and without apraxia of speech. International journal of language & communication disorders, 56(3), 485–500. https://doi.org/10.1111/1460-6984.12597
- Wallace, I. F., Berkman, N. D., Watson, L. R., Coyne-Beasley, T., Wood, C. T., Cullen, K., & Lohr, K. N. (2015). Screening for Speech and Language Delay in Children 5 Years Old and Younger: A Systematic Review. Pediatrics, 136(2), e448–e462. https://doi.org/10.1542/peds.2014-3889
- Ylvisaker, M., and Szekeres, S. (1985). Cognitive-language intervention with brain injured adolescents and adults. Paper presented at: Annual Convention of the Illinois Speech-Language-Hearing Association. Chicago, Illinois.
- Yule, G. (2006). The Study of Language. 3rd ed. Cambridge: Cambridge University Press.
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Published
2022-09-24
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Hussein, R., & Mohammed, F. (2022). The Effectiveness of Semantics Feature Analysis on EFL Primary Learners’ Word Awareness. Humanities Journal of University of Zakho, 10(3), 884–. https://doi.org/10.26436/hjuoz.2022.10.3.812
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