Topic: Using sense relations (hyponymy/ synonymy / antonymy / etc.

) in

teaching vocabulary

Abstract

The article provides a comprehensive examination of the semantic domain, in

order to recognize the significance of sense or lexical meaning as a fundamental

component within the realm of conceptual or cognitive meaning. Within the

context of this article, the network of these connections is briefly classified in

terms of synonymy, antonymy, and hyponymy. The utilization of sense relations

(hyponymy, synonymy, and antonymy) in vocabulary instruction is a well-

established and efficacious practice. This paper critically examines the theory and

relevant literature pertaining to this subject, and presents an evaluation of the

advantages and challenges associated with incorporating sense relations in the

classroom. Moreover, the paper provides practical recommendations for educators

on how to effectively employ sense relations to teach vocabulary. Ultimately, the

article concludes by underscoring the benefits of a linguistic approach to these

nuanced semantic aspects in the pedagogical domain of instructing young learners

in new English vocabulary.

Although the instruction of vocabulary is a highly significant component of

language instruction, it has been disregarded for an extended period of time within

the confines of the traditional teaching methodology. There have been instances

where language instructors have tended to underestimate the significance of the

lexical system by excessively prioritizing grammatical systems. Nevertheless, the

various perspectives in semantics and lexicology have engendered lively discourse

regarding vocabulary acquisition and instruction, resulting in substantial

contributions to this field. Semantics constitutes a significant domain in the field of

linguistics, focusing on the exploration and analysis of meaning. The concept of

'meaning' possesses a broad scope, encompassing various applications, with certain

ones pertaining to the realm of semantics, while others extending beyond its

boundaries (Loebner, S., 2002). Most individuals who are acquiring a second

language commonly experience the consensus that a significant amount of exertion

is required in order to commit vocabularies to memory. The meaning of vocabulary

is predominantly established by the lexical sense relations, which in turn facilitates

the comprehension and examination of lexical sense relations, thereby aiding in the

acquisition of word meaning.

2.1. Lexicon and Lexemes

According to Saeed, John I (2016), knowing a language, particularly one's native

tongue, entails possessing a vast vocabulary consisting of thousands of words.

Certain linguists refer to this mental repository of words as a lexicon, thereby

drawing a conspicuous analogy to the compendiums of words and their meanings

that are presented in dictionaries. According to this perspective, the mental lexicon

represents a substantial yet delimited reservoir of knowledge, of which a portion is

necessarily semantic in nature. Although the lexicon is not entirely immutable,

given our continuous acquisition and loss of words, it is evident that at any given

moment, we retain a substantial amount of semantic knowledge within our

memory. Lexicon constituents are referred to as lexemes, lexical items, or word

forms. Crystal, D. (2003) defines lexeme is a unit of lexical meaning, which exists

regardless of any inflectional endings it may have or the number of words it may

contain. The investigation of the cognitive lexicon (or the internal lexicon) is a

division of psycholinguistics that concentrates on the arrangement of lexical

knowledge in an individual's enduring memory (Carroll, 2000). Gui (2000)

elaborates on Carroll's portrayal of the cognitive lexicon by observing that it

encompasses not only the manner in which words are retained in an individual's
memory but also the manner in which they are recalled during the process of

verbalizing or writing.

2.2. Lexical Sense Relations

M Stubbs (1986) mentions in his paper that there exist systematic methodologies

for the examination of vocabulary. One category of methodologies can be

identified as relational lexical semantics, which comprises of three components:

semantic field theory, structural semantics, and componential analysis. The

fundamental idea is that meaning is a relational characteristic of linguistic systems:

words possess no inherent value or meaning but instead find definition in relation

to other words. The sense relations involved encompass synonymy, antonymy,

and hyponymy, and these can be precisely defined in terms of logical entailment

and contradiction.

2.2.1. Synonymy

The phenomenon of synonymy is a topic of great interest for both the semanticist

and the language learner (Partington, A., 1998). For the former, synonymy plays a

significant role within the theoretical framework of logical relations in language.

Regarding the latter, there exists substantial evidence suggesting that vocabulary

acquisition is often facilitated through analogy, that is to say, by associating new

words with previously learned forms that share similar meanings. Non-native
learners and translators also have a strong imperative to find alternative lexical

choices in order to express specific concepts, particularly in written form, for the

purpose of stylistic variation. It has been observed that searches for synonyms

constituted more than 10 percent of dictionary consultations when learners were

engaged in writing tasks. However, due to the scarcity of absolute synonymy,

learners must also be aware of which specific synonym provided by dictionaries

and thesauruses is most suitable within a given context. Absolute synonyms are

substitutable in all possible contexts in all possible (semantic, grammatical,

sociolinguistic) ways. Synonymy is a relation between individual senses of words,

so that a single word typically has different sets of synonyms for each of its

senses. Like its converse, polysemy, lexical synonymy undermines linguistic

economy—having more than one form to express a single meaning is inefficient. It

would be economical for languages to avoid absolute synonymy, and indeed they

seem to. But languages tolerate a large amount of semantic overlap and replication

of meanings in different registers. In modern times, synonymy was initially a

problem that lexicographers tackled. Attention to synonymy has returned in the

present century within usage-based theories of meaning. Today’s synonym

investigations are supported by computational methods for modelling synonymy

and corpus methods for investigating it.

For the more well-known European languages, there exists a multitude of

dictionaries that pertain to synonyms and antonyms. These dictionaries are

commonly utilized by both writers and students as a means to expand their

vocabulary and achieve a greater level of stylistic variation. Lyons, J. (1968)

showed the fact that such specialized dictionaries are found to be beneficial in

practical application serves as an indication that words can be satisfactorily

grouped into sets of synonyms and antonyms to varying degrees.

One commonly employed approach to categorize antonyms is based on the level of

opposition they exhibit. Gradable antonyms are terms that possess contrasting

meanings; however, the extent of opposition can vary. To illustrate, the terms "hot"

and "cold" are examples of gradable antonyms as an object can be more or less hot

or cold. Gradable antonyms can be further divided into two categories:

complementary antonyms and contradictory antonyms. Complementary

antonyms are terms that possess opposite meanings, but they are mutually

exclusive. For instance, the terms "alive" and "dead" are examples of

complementary antonyms, as an object cannot be simultaneously alive and dead.

Contradictory antonyms, on the other hand, are terms that possess opposite

meanings and can coexist on the same scale. For example, the terms "hot" and
"cold" are contradictory antonyms, as an object can be either hot or cold but cannot

possess both qualities simultaneously.

Another method for categorizing antonyms is based on their form of opposition.

Lexical antonyms are words that possess opposite meanings independently. As an

illustration, the terms "big" and "small" are classified as lexical antonyms.

Grammatical antonyms are words that exhibit opposite meanings due to the

presence of affixes. For instance, the words "happy" and "unhappy" serve as

grammatical antonyms since the prefix "un-" reverses the connotation of the word

"happy."Antonymy constitutes a significant component of language and assumes a

role in various facets of communication. To illustrate, antonyms can be employed

to establish contrast, underscore a point, or convey humor.

2.2.3. Hyponymy

Hyponymy is a less familiar term to most people than either synonymy or

antonymy, but it refers to a much more important sense relation (Crystal, 2003).

Hyponymy represents a semantic connection between a word or a phrase, referred

to as the hyponym, and another word or phrase, known as the hypernym, which is

more general in nature. In this relationship, the meaning of the hyponym is

encompassed within the meaning of the hypernym. Consequently, every hyponym

can be classified as a particular type of its corresponding hypernym.To illustrate

can be classified as animals. However, it should be noted that not all animals are

classified as dogs. Other examples of hyponyms for "animal" include "bird,"

"fish," and "insect." Hyponymy can be described as a hierarchical connection,

indicating that hyponyms can be further divided into more specific hyponyms. For

instance, "terrier" and "poodle" are considered hyponyms of "dog," which in turn is

a hyponym of "animal."

Hyponymy can be categorized into various classifications based on the correlation

between the hyponym and the hypernym. Several common classifications of

hyponymy encompass:

Meronymy: Meronymy signifies a connection between a constituent and an

entirety. To illustrate, the term "wheel" serves as a meronym of the term "car" due

to the wheel's role as a constituent of the car.

Holonymy: Holonymy, on the contrary, represents a relationship between a

complete entity and its constituent parts. For instance, the term "car" acts as a

holonym of the term "wheel" since a car comprises wheels.

Troponymy: Troponymy denotes a relationship between a particular form of

action and a more general form of action. For example, the term "run" functions as
a troponym of the term "move" since running represents a specific type of

movement.

2.3. English as foreign language young learners' characteristic

According to Halliwel (1992), it has been argued that children exhibit certain

characteristics in relation to their language acquisition process. The initial

characteristic pertains to their ability to comprehend meaning in communication,

even before grasping the meaning of individual words. Additionally, children

demonstrate a unique creativity in utilizing limited language resources. Moreover,

they possess a heightened aptitude for indirect learning. Furthermore, children

exhibit a considerable capacity for seeking and deriving enjoyment. Furthermore,

they display a notable inclination towards imagination and fantasy. Lastly, children

possess a strong innate tendency to engage in interactive and communicative

exchanges with others.

Some studies have indicated that an educated native English speaker generally

possesses a vocabulary consisting of approximately 20,000 word families.

However, it should be noted that this estimation includes certain derived family

numbers and proper nouns that are not accounted for. Therefore, it can be argued

that this estimation of word families is still relatively low. Specifically, on an

The findings from these studies pertaining to the vocabulary of native speakers

provide valuable insights for second and foreign language learners, emphasizing

the importance of acquiring a substantial number of words. This acquisition of

vocabulary will greatly contribute to the learners' long-term goal of language

acquisition. On the other hand, it may be argued that this is not as crucial for short-

term goals, as there may be instances where certain words are not necessarily

required.

Furthermore, the acquisition of vocabulary will prove to be more manageable for

EFL young learners as opposed to adult learners. According to McGlothlin (1997),

young learners possess certain advantages when it comes to acquiring a new

language. They have the ability to easily grasp novel concepts. In contrast, adult

learners often encounter numerous obstacles in the process of learning a foreign

language, while young learners appear to effortlessly engage in language

acquisition. For children, the act of learning is akin to a pleasurable activity,

resembling play. Additionally, the linguistic endeavors undertaken by children

yield more impactful outcomes compared to the linguistic struggles experienced by

adults.
3. Analysis

According to the field of semantics, it is believed that there exists a connection

between all vocabulary. Consequently, in the realm of language instruction, it

becomes imperative to categorize vocabulary within their respective semantic

fields. In doing so, we are able to establish a link between newly introduced words

and their corresponding semantic field, ultimately leading to the construction of a

Semantic Web.

3.1. Hyponymy and Vocabulary Instruction

In the process of vocabulary instruction, the educator has the opportunity to

designate a term that encompasses a broader category and provide exemplifications

of the more specific terms falling under it. Subsequently, students can be

encouraged to generate additional examples of these subordinate terms. To

illustrate, the term "transportation" can be utilized as a superordinate term, with its

subordinates encompassing words such as "bus," "taxi," "airplane," and so forth.

By establishing these connections between words, students can effectively develop

a semantic network. This particular approach possesses the capability to stimulate

cognitive processes and engender a state of introspective contemplation among

students, thereby enlivening the classroom ambiance. By employing this method,

the interconnections between superordinate and subordinate terms can facilitate a

more efficacious process of word retention for students.

English is a language encompassing a multitude of vocabularies, thereby rendering

it inevitable that this language is abundant in synonymy. However, it is crucial to

acknowledge that despite synonymy sharing similarities in certain meanings, they

also diverge in other aspects, such as connotation, emotion, and style of words. The

existence of complete synonymy is exceedingly rare. Consider the word “laugh,”

which denotes individuals experiencing a pleasant mood. Corresponding

synonymy includes “chuckle,” “cackle,” “giggle,” and “roar,” yet these terms

differ in the manner of laughter. Chuckle signifies a subdued laughter, particularly

when one ponders something amusing. Cackle denotes a loud, unpleasant laughter,

often in a high-pitched tone. Giggle entails a foolish laughter, stemming from

amusement, embarrassment, or nervousness. Lastly, roar epitomizes an extremely

boisterous laughter.

3.3. Antonymy and Vocabulary Instruction

Antonyms are regarded as those that possess semantic relationships that are

opposite or contrary in nature between words. Examples of such antonyms include

"love" and "hate", "happy" and "unhappy", "lend" and "borrow". On occasion, a

word can have multiple antonyms due to its varying contexts. For instance,

consider the word "fresh". It can denote food that has been recently produced or

picked and not frozen, in which case its antonym would be "rotten". However,
when "fresh" signifies something new or different that contributes to or replaces

something else, the antonym transforms into "dated". Throughout the process of

vocabulary instruction, educators ought to prioritize guiding students in utilizing

the antonymous association between words in order to recognize and expand their

lexicon. The importance of antonyms in the context of vocabulary acquisition

resides in their capacity to generate positive associations among learners, facilitate

the acquisition of new words and synonyms for known words and antonyms.

Consequently, learners are able to effectively differentiate between synonyms,

fully comprehend word meanings, and firmly grasp the vocabulary.

From this perspective, the establishment of a word meaning network aids learners

in establishing connections between prior knowledge and newly acquired

knowledge, thereby enhancing word retention and expanding vocabulary.

Simultaneously, this network also allows learners to compare words with similar

meanings and opposite meanings, ultimately enabling them to use these words with

precision.
4. Conclusion

In conclusion, it has been demonstrated that the utilization of lexical relations in

the instruction of English vocabulary to young learners yields a fruitful approach.

By employing diverse lexical relations, including synonymy, antonymy, and

hyponymy, young learners are able to comprehend and retain new vocabulary

words more effectively. The aforementioned study indicates that through the

utilization of these lexical relations, learners are capable of establishing

connections between pre-existing words and novel words, as well as between

words and their respective meanings. This, in turn, can greatly enhance their

comprehension and memory of the newly acquired vocabulary. Furthermore, the

incorporation of activities that promote the utilization of lexical relations, such as

word webs, word sorts, identifying the odd-one-out, and reading passages to

determine the synonym or antonym of a given word, can further strengthen the

connections between words and improve retention.

It is crucial to observe that the efficacy of employing lexical connections in the

instructional process of vocabulary predominantly relies on the manner in which it

is executed within the educational setting. Educators must meticulously choose

suitable lexical connections based on the learners' level of competence and the

contextual environment in which the words are being taught. Consequently, this

area of research can be explored on a broader scale to investigate the enduring

for its application across various educational levels. Furthermore, they must

incorporate captivating and interactive activities that foster active participation

among the learners. All in all, the utilization of lexical relations in the pedagogy of

English vocabulary to young learners exhibits a promising approach that can

augment their language acquisition journey.

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