@misc{10481/53761,
year = {2015},
month = {1},
url = {http://hdl.handle.net/10481/53761},
abstract = {Teaching vocabulary in semantically related sets is common practice among
EFL teachers. The present study tests the effectiveness of this method by comparing it to
the alternative technique: presenting vocabulary in an unrelated way. In the study two intact
classes of Spanish learners of English in high-school were presented with a set of unrelated
and related words and were then asked to complete a post-test to measure the impact of both
techniques on learning. The results indicate that, while both techniques successfully help the
learners to acquire new words, presenting words in unrelated sets seems to be more effective.},
abstract = {La enseñanza de vocabulario agrupado en campos semánticos es práctica habitual
en el aula de inglés como lengua extranjera. En este estudio se compara esta técnica
con su contraria, la presentación de vocabulario no relacionado, con dos grupos de alumnos
de un instituto. Tras presentar las palabras con ambas técnicas los alumnos completaron un
post-test. Los resultados muestran la efectividad de ambas técnicas pero con una ligera ventaja
para la enseñanza de vocabulario no relacionado semánticamente.},
publisher = {Universidad de Granada},
keywords = {Vocabulary},
keywords = {EFL},
keywords = {Semantically related sets},
keywords = {Semantically unrelated sets},
keywords = {Vocabulario},
keywords = {Inglés como lengua extranjera},
keywords = {Palabras de un mismo campo semántico},
keywords = {Palabras de distinto campo semántico},
title = {Should EFL Teachers Present Vocabulary in Semantically Related Sets?},
doi = {10.30827/Digibug.53761},
author = {Lázaro Ibarrola, Amparo and Hidalgo Gordo, María Ángeles},
}