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...anation and is rather vague, it clearly reflects the connection between words of aslanguage and the culture in which those words are used: “Communication is Culture, ands47sCulture is Communication” (=-=Hall, 1959-=-, p. 93). Seelye (1976) offered a similar position,sarguing thats"[l]earning a language in isolation of its cultural roots prevents one fromsbecoming socialized into its contextual use. Knowledge of l...

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... investigated from bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & Dörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; Ely,s1986; =-=Gardner, 1985-=-; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sresearchshas enjoyed limited focus regarding the relationship bet...

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...). Since then it has gained momentum throughsnumerous research studies analyzing different aspects of the broad field of vocabularysacquisition such as depth of vocabulary knowledge (Henriksen, 1999; =-=Nation, 1990-=-),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (Coady, 1997; Ijaz, 1986), approaches for the classrooms(Lewis, 1997; Nation, 1990; Natti...

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...language acquisition, namely vocabulary learningsand teaching, but also to the discussion of culture in the language classroom. This issuesof culture has been raised increasingly in the last decades (=-=Kramsch, 1993-=-) as thesimportance of culture for language learning has been discussed with growing interest.sNowadays the discussion is still on-going but has been expanded in a way that has shiftedsfocus away from...

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...fferentsfacets (Nation, 2001) including culture. It is this issue that the present dissertation aims tosaddress. Specifically, the goal of the present study is to investigate whether FramesSemantics (=-=Fillmore, 1977-=-) - an innovative way of presenting and learning vocabulary insthematic units - might help students understand better cultural information embedded inswords.sSTATEMENT OF THE PROBLEMsGiving students o...

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... in English:s(2.1) a.sIt was very hot this summer.sb.sThe food at the new Indian place is very hot.s(2.1a) carries the meaning relating to temperature, therefore, evoking the temperaturesscale frame (=-=Fillmore, 2003-=-). (2.1b) could either be carrying the meaning of taste hotsversus mild or it could very well carry the meaning relating to temperature as in hotsversus cold. Sentence (2.1b), therefore, evokes two fr...

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... word, especially since many L1 words do not havestranslational equivalents in the L2 and vice versa. Knowing a word in all its differentsforms is more beneficial than simply knowing the translation (=-=Aitchison, 2003-=-; Laufer,s1997; Nation, 1990; Schmitt, 2000). Yet there are other factors, besides the differentsknowledge aspects that make a word harder or easier to learn that affect vocabularyslearning. One such ...

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...in the classroom, even though the importance has been pointed outsrepeatedly over the past three decades and interest in the matter has increased rapidly insresearch circles (Carter & McCarthy, 1988; =-=Krashen, 1989-=-; Laufer, 1986; Paul Meara,s1980; Nation, 2001; Richards, 1976; Schmitt & McCarthy, 1997).sThis interest arose insresponse to a long-held belief that vocabulary would take care of itself (Read, 2004) ...

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...studying. All of those beliefs and ideas about what a language is,sand how a language should be learned affect the performance and attitude toward aslanguage and practices used for language learning (=-=Horwitz, 1988-=-). Furthermore, gender,sage, reasons for taking a course, language learning strategies all play a role with regardssto language learners‟ motivation (Clément & Kruidenier, 1985; Gardner, 1985; Oxford ...

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...in general, and has been investigated from bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & Dörnyei, 2005; Dörnyei & Csizér, 2002; =-=Elley, 1989-=-; Ely,s1986; Gardner, 1985; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sresearchshas enjoyed limited focus rega...

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...fsvocabulary instruction in the classroom, even though the importance has been pointed outsrepeatedly over the past three decades and interest in the matter has increased rapidly insresearch circles (=-=Carter & McCarthy, 1988-=-; Krashen, 1989; Laufer, 1986; Paul Meara,s1980; Nation, 2001; Richards, 1976; Schmitt & McCarthy, 1997).sThis interest arose insresponse to a long-held belief that vocabulary would take care of itsel...

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...l and intentional corresponds tosthe implicit-explicit distinction as incidental is defined as “learning of vocabulary as thesby-product of any activity not explicitly geared to vocabulary learning” (=-=Hulstijn, 2001-=-,sp. 271) and intentional is characterized as “any activity geared at committing lexicalsinformation to memory” (Hulstijn, 2001, p. 271). Attention refers to the conscioussprocess by the language lear...

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... research studies analyzing different aspects of the broad field of vocabularysacquisition such as depth of vocabulary knowledge (Henriksen, 1999; Nation, 1990),svocabulary and reading comprehension (=-=Nation & Coady, 1988-=-), vocabulary learningsstrategies and acquisition (Coady, 1997; Ijaz, 1986), approaches for the classrooms(Lewis, 1997; Nation, 1990; Nattinger, 1988; Sinclair & Renouf, 1988; Sökmen, 1997;sZimmerman,...

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...ully understand them, it is clear that lexical learning is not a onetime event but rather an incremental process. The incremental nature of vocabularyslearning has been indicated by research as well (=-=Hulstijn, 1992-=-; Nation, 1990, 2001;sSchmitt, 2000). Learners cannot know all there is to know for each word after the firstsencounter. Rather, they need to be exposed to words multiple times and use them insdiffere...

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..................................... 66sFigure 3.1: Example of VKS format. ................................................................................ 81sFigure 3.2: Scoring categories of the VKS (=-=Paribakht and Wesche, 1997-=-), ..................... 83sFigure 3.3: Vocabulary Appropriateness test .................................................................... 85sFigure 3.4. Relations_between_individuals frame with sub...

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...0simpact on learning a second language in general, and has been investigated from bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & =-=Dörnyei, 2005-=-; Dörnyei & Csizér, 2002; Elley, 1989; Ely,s1986; Gardner, 1985; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sre...

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...und that verbal as well as visual representation of new information improves not onlysstudents‟ understanding of the material but also enhances memory and is beneficial tosrecall of this information (=-=Paivio, 1986-=-; Sadoski, Paivio, & Goetz, 1991). Using semanticsmapping as a tool to visually represent words and their connections to other words in theslexicon may help language learners to establish the links be...

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...nguage acquisition (Clément, et al., 1977; Clément & Kruidenier, 1985; Csizér &sDörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; Ely, 1986; Gardner, 1985; Gardners& MacIntyre, 1991; Lukmani, 1972; =-=Noels, et al., 1999-=-; Schmidt & Watanabe, 2001;sTremblay & Gardner, 1995). Yet specific studies in the field of vocabulary acquisitionsand motivation are rather scarce (Cortazzi & Jin, 1996; Elley, 1989; Gardner &sMacInt...

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...rom bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & Dörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; Ely,s1986; Gardner, 1985; =-=Gardner & MacIntyre, 1991-=-; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sresearchshas enjoyed limited focus regarding the relationship between vocabulary learning an...

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...stantial improvement in readingscomprehension, writing and vocabulary expansion (Brown & Perry, 1991; Crow &sQuigley, 1985). Semantic mapping has also proved valuable for ESL students readingsskills (=-=Carrell, 1985-=-). With regards to semantic mapping and the L2 classroom Morin andsGoebel (2001) found that learners in the semantic mapping group reported a higher recallsof lexical items than the control group and ...

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... of itss20simpact on learning a second language in general, and has been investigated from bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; =-=Csizér & Dörnyei, 2005-=-; Dörnyei & Csizér, 2002; Elley, 1989; Ely,s1986; Gardner, 1985; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sre...

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...d under a general terms(Keller, 1978). It has been further suggested that the mental lexicon of native speakers asswell as advanced language learners is structured in terms of semantic relationshipss(=-=Hatch, 1983-=-).sSemantic maps have been explored widely for native speakers of Englishsand research has shown its benefits as learning and teaching technique for native speakerssof English at different grade level...

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...e (Henriksen, 1999; Nation, 1990),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (Coady, 1997; Ijaz, 1986), approaches for the classrooms(=-=Lewis, 1997-=-; Nation, 1990; Nattinger, 1988; Sinclair & Renouf, 1988; Sökmen, 1997;sZimmerman, 1997) and L1 influence on L2 vocabulary (Laufer, 1990a; Swan, 1997). Yets11sone area that is widely overlooked is the...

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...his has beenssupported by other researchers, who concur that both approaches are necessary and that ascombination of direct and indirect vocabulary instruction is useful (Barcroft, 2004;sCoady, 1993; =-=Haynes, 1993-=-; Paribakht & Wesche, 1993; Read, 2004; Stoller & Grabe,s1993). Schmitt (2000) points out “The consensus is that, for second language learners atsleast, both intentional learning and incidental learni...

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... Paul Meara, 1980). Since then it has gained momentum throughsnumerous research studies analyzing different aspects of the broad field of vocabularysacquisition such as depth of vocabulary knowledge (=-=Henriksen, 1999-=-; Nation, 1990),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (Coady, 1997; Ijaz, 1986), approaches for the classrooms(Lewis, 1997; Natio...

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...ractices used for language learning (Horwitz, 1988). Furthermore, gender,sage, reasons for taking a course, language learning strategies all play a role with regardssto language learners‟ motivation (=-=Clément & Kruidenier, 1985-=-; Gardner, 1985; Oxford &sShearin, 1994; Schmidt & Watanabe, 2001) which in turn affect their language learnings131soutcome. The data collected shows that both groups seem to have similar ideas and th...

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...times in the last decades, yet the development of L2 vocabulary has been largely ignoredsand was the “stepchild of foreign language learning” (Chadha, 2007) in SLA until thes1980s (Laufer, 1986; Paul =-=Meara, 1980-=-). Since then it has gained momentum throughsnumerous research studies analyzing different aspects of the broad field of vocabularysacquisition such as depth of vocabulary knowledge (Henriksen, 1999; ...

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...ker, 1993);s(4)sa large vocabulary in language learners does not imply good inferringsskills and in most cases language learners relied on other means to acquiresa high level of vocabulary knowledge (=-=Hulstijn, 1993-=-);s(5)slong-term retention is not ensured when guessing word meaning fromscontext (Mondria & Wit-de Boer, 1991; Paribakht & Wesche, 1993; Parry,s1993).sAs discussed above one of the problems of a sole...

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... teaching.” This has beenssupported by other researchers, who concur that both approaches are necessary and that ascombination of direct and indirect vocabulary instruction is useful (Barcroft, 2004;s=-=Coady, 1993-=-; Haynes, 1993; Paribakht & Wesche, 1993; Read, 2004; Stoller & Grabe,s1993). Schmitt (2000) points out “The consensus is that, for second language learners atsleast, both intentional learning and inc...

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...rehensive and context-dependent side. Thesfollowing are different examples of assessments currently available and used.sa) Checklist Test (Yes/No Test): This test, which was first developed by Mearas(=-=Meara, 1996-=-; 1989) is a self-evaluative format. The use of a checklist allows for a largesamount of vocabulary items to be tested and scored in a timely manner. Test takerssindicate whether or not they know a wo...

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...uage learners to develop a large vocabulary or breadth (i.e. knowing aslot of different words) but also knowing different knowledge aspects as discussed bysNation (2001) or having depth of knowledge (=-=Chapelle, 1998-=-; Henriksen, 1999).sTraditionally foreign language educators have focused on developing learners‟sbreadth of knowledge – meaning how many words the students know – rather than theslearners‟ depth of k...

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...plicit vocabulary acquisition, e.g. as a nicelys7 Explicit learning s generally defined as: “more conscious operation where the individual makes and testsshypotheses in a search for structure” (N. C. =-=Ellis, 1994-=-, p. 1), while implicit learning is identified as thes“acquisition of knowledge about the underlying structure of a complex stimulus environment by a processswhich takes place naturally, simply and wi...

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...abularysacquisition such as depth of vocabulary knowledge (Henriksen, 1999; Nation, 1990),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (=-=Coady, 1997-=-; Ijaz, 1986), approaches for the classrooms(Lewis, 1997; Nation, 1990; Nattinger, 1988; Sinclair & Renouf, 1988; Sökmen, 1997;sZimmerman, 1997) and L1 influence on L2 vocabulary (Laufer, 1990a; Swan,...

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...eoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & Dörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; Ely,s1986; Gardner, 1985; Gardner & MacIntyre, 1991; =-=Lukmani, 1972-=-; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sresearchshas enjoyed limited focus regarding the relationship between vocabulary learning andsmotivation, a...

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... 1990),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (Coady, 1997; Ijaz, 1986), approaches for the classrooms(Lewis, 1997; Nation, 1990; =-=Nattinger, 1988-=-; Sinclair & Renouf, 1988; Sökmen, 1997;sZimmerman, 1997) and L1 influence on L2 vocabulary (Laufer, 1990a; Swan, 1997). Yets11sone area that is widely overlooked is the cultural aspect embedded in wo...

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... to connect those words in one map as it would be done in semantic sets.sStudents using semantic mapping have shown substantial improvement in readingscomprehension, writing and vocabulary expansion (=-=Brown & Perry, 1991-=-; Crow &sQuigley, 1985). Semantic mapping has also proved valuable for ESL students readingsskills (Carrell, 1985). With regards to semantic mapping and the L2 classroom Morin andsGoebel (2001) found ...

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...focus and relying too much on guessing from contextual clues in lower levels is the thatsbeginning learns may not be able to comprehend due to their lack of vocabulary. Somesresearchers (Chern, 1993; =-=Nagy, 1997-=-; Stahl & Fairbanks, 1986) found that using implicitsvocabulary learning methods might be more helpful and beneficial to language learners atshigher proficiency levels but only in combination with exp...

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...chmidt (1994) proposes asdifferent distinction than the acquisition-learning distinction introduced by Krashen. Hessuggested differentiating between explicit and implicit learning. Other researcherss(=-=Hulstijn & Graff, 1994-=-; VanPatten, 1994) are of the same opinion and believe that thesexplicit and implicit learning distinction offers a better conceptualization than thes6sIntrinsic motivation, as opposite to extrinsic m...

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...s or grids “cannot represent everything a nativesspeaker „knows‟ about a particular group of words, […] they certainly tell the learnersmore than isolated dictionary entries or textbook definitions” (=-=Channell, 1981-=-, p. 119).sStep 6: The next step was to work further with the lexical items and provide thescorrect personal relationship term for definitions given to the participants. Participantsshad sentences on ...

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...lso found that motivation plays an important role with regards toslanguage acquisition (Clément, et al., 1977; Clément & Kruidenier, 1985; Csizér &sDörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; =-=Ely, 1986-=-; Gardner, 1985; Gardners& MacIntyre, 1991; Lukmani, 1972; Noels, et al., 1999; Schmidt & Watanabe, 2001;sTremblay & Gardner, 1995). Yet specific studies in the field of vocabulary acquisitionsand mot...

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...g from contextual clues might not work, especially atslower levels of proficiency, because the language learners‟ comprehensionsskill are still low, including a limited level of vocabulary knowledges(=-=Haynes & Baker, 1993-=-);s(4)sa large vocabulary in language learners does not imply good inferringsskills and in most cases language learners relied on other means to acquiresa high level of vocabulary knowledge (Hulstijn,...

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...upported by other researchers, who concur that both approaches are necessary and that ascombination of direct and indirect vocabulary instruction is useful (Barcroft, 2004;sCoady, 1993; Haynes, 1993; =-=Paribakht & Wesche, 1993-=-; Read, 2004; Stoller & Grabe,s1993). Schmitt (2000) points out “The consensus is that, for second language learners atsleast, both intentional learning and incidental learning are necessary, and shou...

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...ationsabout their language ability of language besides English and German. Since knowingsother languages and having been exposed to other languages and cultures might influences112sthe participants‟ (=-=Boroditsky, 2003-=-; 2010a; 2010b) results in the study it was important tosfind out about their language experience. In the T Group 10 (= 29.4%) of the 17 (=s50.0%) learners indicated that they knew one or more languag...

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...sition such as depth of vocabulary knowledge (Henriksen, 1999; Nation, 1990),svocabulary and reading comprehension (Nation & Coady, 1988), vocabulary learningsstrategies and acquisition (Coady, 1997; =-=Ijaz, 1986-=-), approaches for the classrooms(Lewis, 1997; Nation, 1990; Nattinger, 1988; Sinclair & Renouf, 1988; Sökmen, 1997;sZimmerman, 1997) and L1 influence on L2 vocabulary (Laufer, 1990a; Swan, 1997). Yets...

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...rning a second language in general, and has been investigated from bothspedagogical and theoretical perspectives (Clément, Gardner, & Smythe, 1977; Clément &sKruidenier, 1985; Csizér & Dörnyei, 2005; =-=Dörnyei & Csizér, 2002-=-; Elley, 1989; Ely,s1986; Gardner, 1985; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &sPelletier, 1999; R. Schmidt & Watanabe, 2001; Tremblay & Gardner, 1995),sresearchshas enjoyed limit...

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...n understanding similar to that of native speakers. Frame Semantics uses thesunderlying cultural information, such as experiences, practices and beliefs known tosnative speakers to structure meaning (=-=Fillmore & Atkins, 1992-=-). This means that oursbackground knowledge gives us the tool to arrange it in frames, which help us to paint asmental image of the situation in front of us. Therefore, it can be said that: “In Frames...

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...words, when learning assecond language students are inclined to assume that there is a translational equivalencesbetween L1 and L2 and they map the new words onto their existing or conceptual systems(=-=Jiang, 2002-=-, p. 104). However, this can be problematic since there is not always astranslational equivalent as demonstrated above. Students need to be made aware of thissproblem and they need help understanding ...

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...g of foreign language would besimpossible. [But] different language-speaking communities classify some areas ofsexperience in different ways and words play a significant part in thissclassification. (=-=Laufer, 1990-=-b, p. 577)sThis classification results in so-called culturally-loaded words. It could be argued that allswords are in one way or another culturally-loaded since they all belong to their ownsunique cul...

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...cit and explicit teaching.” This has beenssupported by other researchers, who concur that both approaches are necessary and that ascombination of direct and indirect vocabulary instruction is useful (=-=Barcroft, 2004-=-;sCoady, 1993; Haynes, 1993; Paribakht & Wesche, 1993; Read, 2004; Stoller & Grabe,s1993). Schmitt (2000) points out “The consensus is that, for second language learners atsleast, both intentional lea...

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...m, even though the importance has been pointed outsrepeatedly over the past three decades and interest in the matter has increased rapidly insresearch circles (Carter & McCarthy, 1988; Krashen, 1989; =-=Laufer, 1986-=-; Paul Meara,s1980; Nation, 2001; Richards, 1976; Schmitt & McCarthy, 1997).sThis interest arose insresponse to a long-held belief that vocabulary would take care of itself (Read, 2004) andsthat givin...

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...swhen inferring word meaning from context. In addition, it is hard toscorrect the wrongly acquired meaning and students at the lower level ofslanguage proficiency are de-motivated with this approach (=-=Kelly, 1990-=-;sPressley, Levin, & McDaniel, 1987);sIntentionals(Explicit)sIncidentals(Implicit)s no cognates first exposures no known L2-related wordss cognates lots ofsexposures known L2-related wordss25s(3...

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... sub-categories, and wordsassociations in references to the semantic map they created with the words they learnedswill increase their awareness of the target language and lead to long term retentions(=-=Hague, 1987-=-; Machalias, 1991). However, in order to understand whether languageslearners acquired a word it has to be assessed. Depending on what knowledge aspect iss38sbeing assessed different types of assessme...

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...thermore, it would benefit students because it would “offer [them]saccess to more efficient ways of learning vocabulary by being able to relate to a commonsstructuring device, i.e., semantic frames” (=-=Boas, 2001-=-, p. 72), and “with semanticallysannotated example sentences from corpora, students would be offered the opportunity ofslearning the vocabulary of a foreign language in context” (Boas, 2001, p. 72). E...

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... is a complete departure from the way in which nativesspeakers remember words. Instead of remembering separate lexical items native speakerssremember words “as part of an integrated semantic system” (=-=Machalias, 1991-=-, p. 19).s30sHowever, research on vocabulary teaching and presentation in semantically related setssstill needs further research as more current studies indicated that such an approach (usingssemantic...

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...eal with the conceptual differences betweenslanguages and to help language learners in their vocabulary acquisition, as the nextssection discusses.s13sThe representation format was taken from Laufer (=-=Laufer, 1990-=-b). Also is should be noted that realstranslational equivalents are rather rare as stated by Altenberg and Granger (2002).s58sFRAME SEMANTICSsThe application of Frame Semantics is useful for all possi...

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...s to highlight differences between various languages since framesfor a given concept vary across languages. English FrameNet frames have beenssuccessfully re-used for the analysis of other languages (=-=Boas, 2009-=-). This shows thatsframes are to a certain degree applicable cross-linguistically.sCONCLUSIONsIn this chapter I outlined several topics relevant to understanding of vocabularysacquisition, such as wha...

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...sing recognition not as a fifth skill but as asconstruct that permeates all aspects of a foreign language. The importance of culture forslanguage has been pointed out by many scholars (Kramsch, 1989; =-=MLA, 2007-=-) and notsjust culture but the connection between culture and words (Jiying, 2004; Laufer, 1990a;sSimone, 1987; Steele, 1990; Zhao, 2004). Research studies on ways in which to teach thescultural compo...

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...andsmotivation, as pointed out by Laufer and Hulstijn (2001). Only a few studies havesinvestigated the connection of motivation and attitude of language learners and how theyslearn the L2 vocabulary (=-=Cortazzi & Jin, 1996-=-; Elley, 1989; Gardner & MacIntyre, 1991;sTseng & Schmitt, 2008). In those studies it becomes clear that vocabulary knowledge andsmotivation as well as attitude towards the learning process are connec...

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...ontextsin which they are embedded in. It is important to look at them within their cultural settingsand to analyze them from an outsider perspective assigning misleading and ethnocentricsterminology (=-=Goddard, 2006-=-). It is important to be aware of those differences in order tosbe able to take in new concepts and to understand the new language and culture in termssof that new language and culture instead of thro...

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...sthe L2 vocabulary knowledge. It is therefore crucial not to separate culture from the othersfour skills, reading, writing, speaking and listening but rather to integrate culture withinsthose skills (=-=Kramsch, 1989-=-, pp. 1-2). Kramsch continues by stating that “we have tos50sexplore the cultural dimension of the very language we teach if we want learners to besfully communicatively competent in these languages” ...

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...n pointed out by researchers in the field of translation theory,sFrame Semantics is a useful tool for arriving at the meaning of a foreign language onsdifferent levels such as lexis, syntax and text (=-=López, 2002-=-; Qing-guang, 2009).s7sThe Frame Semantics approach (Fillmore, 1982) I propose as a teaching tool is asmeans to make students culturally aware while engaging them in vocabulary learning. Assargued by ...

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...econd language (L2) learning have been reviewed multiplestimes in the last decades, yet the development of L2 vocabulary has been largely ignoredsand was the “stepchild of foreign language learning” (=-=Chadha, 2007-=-) in SLA until thes1980s (Laufer, 1986; Paul Meara, 1980). Since then it has gained momentum throughsnumerous research studies analyzing different aspects of the broad field of vocabularysacquisition ...

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...l, semantically related, thematicallysrelated) would be enough for them to learn the words.sSecondly, language learnerss2sbelieve that learning vocabulary from lists is a boring and useless activity (=-=Chen, 2001-=-)sand more or less a necessary evil (Read, 2004). Finally, the third major problem is thatsvocabulary teaching is often neglected in the language classroom. This results not only insfrustration on the...

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...ary teachingsfocus and relying too much on guessing from contextual clues in lower levels is the thatsbeginning learns may not be able to comprehend due to their lack of vocabulary. Somesresearchers (=-=Chern, 1993-=-; Nagy, 1997; Stahl & Fairbanks, 1986) found that using implicitsvocabulary learning methods might be more helpful and beneficial to language learners atshigher proficiency levels but only in combinat...

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...pects of a foreign language. The importance of culture forslanguage has been pointed out by many scholars (Kramsch, 1989; MLA, 2007) and notsjust culture but the connection between culture and words (=-=Jiying, 2004-=-; Laufer, 1990a;sSimone, 1987; Steele, 1990; Zhao, 2004). Research studies on ways in which to teach thescultural component embedded in words to language learners are rare, but the importancesof raisi...

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...ested that vocabulary retentionsis most favorable when new vocabulary is presented in semantic fields, clusters orsgroupings of words that are related conceptually or summarized under a general terms(=-=Keller, 1978-=-). It has been further suggested that the mental lexicon of native speakers asswell as advanced language learners is structured in terms of semantic relationshipss(Hatch, 1983).sSemantic maps have bee...

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...oriented setting. However, there also have been studies inswhich no statistically significant differences have been found using semantic mappingsand other vocabulary teaching and learning approaches (=-=Moore & Bailey, 1992-=-).sResearch Question 4: Culturally Appropriate use of VocabularysDo students gain a deeper knowledge of vocabulary – especially the cultural component –swith the Frame Semantics approach compared to t...