الفهرس 
Bloc Universite du Caire (Cl.Only 14 pages are availabe for public view
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Abstract
Abstract
The purpose of this study was to investigate the effect of using Integrated Semantics versus Word list approach on EFl learners acquisition of general vocabulary and the vocabu 1ary skills of: a) Reca ll,ing re1ated vocabu 1ary items,b) Identifying relationships between words, c) Identifying
correct word-defining attributes, d) Identifying differences and similarities between words, and e) Identifying correct word collocations.
Subjects were eighty three students enrolled in the
second year, English department, Faculty of Education, Minia university. They were divided into two groups, group one received integrated semantics treatment, while group two
received word list treatment. Two programs were designed for the teaching of about 300 key vocabulary items related to different semantic fields. The integrated semantics program was based on semantic techniques for teaching word meanings.
Thus, it included activities such as eliciting word
associations from students, making groups of related words,classifying words under given categories, illustrating relationships between words, breaking words into their semantic components, illustrating semantic properties of collocations, ...etc. The Word list program was based on the traditional word list techniques used in teaching word meanings. Thus, it included activities such as substitution drills, repetition drills, using words in new sentences,
memorizing lists of words, using dictionary definitions for explaining the meanings of new words, ...etc.
Subjects were pretested using a vocabulary test
consisting of five parts to measure achievement in each of the dependent variables of the study. Variables of sex, age, language proficiency level, and intelligence level were controlled. The teaching of the programs began as soon as pretesting was completed and lasted for ten weeks, for a
total of twenty eight hours (excluding the testing sessions).
Posttesting began immediately after the teaching of the programs was completed.
The data was analyzed using ’t’ test comparisons. It
was found that subjects in the IST group significantly surpassed their peers in the WlT group in achievement in general vocabulary and in the vocabulary skills of recalling
related vocabulary items, identifying relationships between words, identifying correct word-defining attributes, identifying differences and similarities between words, and identifying correct word collocation. The results were interpreted in the light of the effect of using semantic
techniques on the semantic decoding and semantic processing of word meanings. It was concluded that using semantic techniques is far more effective than using word list techniques in teaching vocabulary to EFl students. It was recommended that semantic techniques should be included in the programs of teaching vocabulary in EFl environments.