The Role of Semantics and Etymology in Promoting Insightful Learning

Abstract

The difficult meaning of many unfamiliar and new words is
‘motivated’ by their original and semantic meaning. In an EFL context, this
offers the possibility of presenting a number of difficult words in ways that
promote insightful learning rather than blind memorization. Associating a
word with its semantic change and etymology has been shown to enhance
comprehending and then remembering. This effect seems in accordance
with dual coding theory, as the etymological association is likely to call up
a mental image of a concrete scene which can be stored in memory
alongside the verbal form. The present study explores the possibility of
taking this technique beyond mere mnemonics. A series of tests that are set
up with the participation of students who study English in their higher
study are reported. The results show that knowledge of the origin and
semantic changes of these new and unfamiliar words can effectively help
learners comprehend their meaning and then ease their retention. Not only
does the task of knowing word meaning on the basis of etymological
information appear practical, it seems to facilitate recall, too. Finally, the
results suggest that knowledge of the origin of unfamiliar words can help
learners estimate whether they might have more than one meaning.

Failing to remember previously encountered words is one of the
commonly reported complaints of EFL learners. Among the variety of
commonly used vocabulary reinforcing techniques, making students aware
of etymological accounts of words is a relatively under researched area in
the literature. The present study, therefore, aims at exploring the effect of
presenting etymological accounts of 20 unfamiliar words on short- and
long-term vocabulary retention of EFL learners. The participants (20) are
members of two higher studies classes randomly assigned to experimental
and control groups. While both groups are asked to look up the meaning of
the words in their dictionaries, the participants in the experimental group
received a short instruction on the etymologies of the words. The results of