خلاصة:
This study has examined the effect of semantic mapping on
learning vocabulary across genders. The researchers selected 120 intermediate
students after the administration of a standard proficiency test. A vocabulary test
was also used to measure the students’ vocabulary knowledge. The experimental
group received semantic mapping in the pre-reading stage, but the control group
did not receive this treatment. The results of the study, based on statistical analysis
of ANCOVA, indicated that the experimental group outperformed the control
group in vocabulary learning. As for the gender differences, the results indicated
no significant difference between males and females. It can be suggested that
semantic mapping can be used as an efficient methodology for teaching
vocabulary, a technique which is equally effective for male and female EFL
Learners.
ملخص الجهاز:
"Other studies have suggested that female language learners use strategies more effectively than males (Ehrman & Oxford, 1989, cited in Tercanlioglu, 2004).
The results of the study by Sabetkalam (2009), however, indicated no difference between male and female elementary EFL learners in using concept mapping strategy for reading comprehension.
The purpose of this research piece is twofold: on the one hand, it tries to investigate the effect of semantic mapping, as a pre-reading activity, on language learners' vocabulary knowledge.
On the other hand, the study tries to compare the performance of male and female language learners who receive semantic mapping in the pre-reading stage.
2. Is there any difference between the performance of male and female students who receive semantic mapping as a pre-reading activity for vocabulary learning?
The plot for the difference between moderate means of the experimental groups (male and female) Discussion As for the first research question, the researchers found a significant difference between the performance of intermediate students who used semantic mapping as a pre-reading activity for vocabulary learning and the performance of those who did not use this technique.
As for the second research question, the researchers found no significant difference between the performances of male and female students who received semantic mapping as a pre-reading activity for vocabulary learning.
The absence of gender differences in vocabulary learning (the present study) and reading comprehension (Sabetkalam, 2009) in using concept mapping strategy, which involves both logical thought (left hemisphere) and visual processing (right hemisphere) can be suggestive for further research."