Word Clustering Effect In Second Language Vocabulary Learning Software

Vocabulary is the base of language, mastering the language knowledge begins with the vocabulary, and communication in language can not do without vocabulary. No one doubts the importance of the vocabulary learning, how to improve the effect of vocabulary learning and find its best way becomes significant. This study investigates the effect of word clustering in the environment of Second language vocabulary learning software (Sevols). The studies of lexical field theory and the mental lexicon have led the Sevols designers and the vocabulary instructors intuitively hold that word clustering may promote the effect of vocabulary learning, and have applied word clustering to Sevols. On the other hand, the interference theory questions such efficacy and holds that similar words learned together could create interference and impede learning. Because of the empirical studies on this field are few and limited , the so-attained conclusion is hardly believable, what is more, up to now, there is no empirical study investigating into the effect of word clustering in natural Sevols. On the basis of a detailed analysis of former related studies, the study designed three experiments to investigate the word clustering effect in the Sevols. Experiment 1 and experiment 2 were conducted in a strictly controlled Sevols environment, in which nothing interferes into the word clustering effect. The purpose is to get a result of word clustering effect under a condition of high internal validity. Experiment 3 was conducted in a natural Sevols environment, the experimenter provided the subject both word clustering and other ways of learning, aiming to investigate into the external validity of the effect of word clustering.In the three experiments, experiment 1 investigates into the effect of semantic clustering, thematic clustering and non-word-clustering. Experiment 2 and experiment 3 add one other clustering method, ie, cued semantic clustering. The results of experiment 1 and experiment 2 show that semantic clustering creats a real interference effect, increasing the difficulty of initial learning of word, but at the same time, it shows a robust retention. The result of experiment 3 shows that the conclusions from experiment 1 and experiment 2 can not be generalized to natural Sevols, in which semantic clustering has no significant difference with thematic clustering in both initial word learning difficulty and word retention. Secondly, the three experiments all testiy the poorest effect of non-word-clustering. Finally, the study also shows the cued semantic clustering significantly decreases the learning difficulty of semantic clustering and significantly increases the effect of semantic clustering no matter in strictly controlled or uncontrolled vocabulary learning software environment.