Incorporating Lexical Semantics in Vocabulary Teaching: Effects and Student Perceptions in Language Acquisition

Dao Ta Hoang Duong (1)
(1) Thang Long University, Hanoi, Vietnam , Viet Nam

DOI:

https://doi.org/10.18535/sshj.v9i03.1738

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Issue
Vol. 9 No. 03 (2025)
Published
2025-03-17
Keywords:
    Lexical semantics, vocabulary instruction, semantic mapping, vocabulary acquisition, vocabulary retention
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Abstract

This study adopts a mixed-methods approach to explore the integration of lexical semantics in vocabulary instruction at Thang Long University. Using pre- and post-tests, Likert-scale surveys, semi-structured interviews, focus groups, and classroom observations, the study examines the impact of teaching vocabulary through semantic relationships on students’ language acquisition. Results indicate a significant improvement in vocabulary retention and comprehension, with mean test scores increasing from 2.39 (pre-test) to 4.04 (post-test). Both students and teachers viewed semantic-based instruction favourably, particularly for its use of contextualized learning and semantic mapping. However, lower-proficiency learners faced challenges in grasping abstract semantic relationships. The study suggests that scaffolding techniques and context-driven learning can enhance the effectiveness of lexical semantics in vocabulary teaching, leading to more meaningful language acquisition.

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Authors

Dao Ta Hoang Duong
Thang Long University, Hanoi, Vietnam
[1]
“Incorporating Lexical Semantics in Vocabulary Teaching: Effects and Student Perceptions in Language Acquisition”, Soc. sci. humanities j., vol. 9, no. 03, pp. 7350–7375, Mar. 2025, doi: 10.18535/sshj.v9i03.1738.