Effect of Using Semantic Maps Strategy on the Development of Vocabulary Learning for Sudanese Secondary Schools' Students

Abstract

This study aimed at investigating effect of using semantic maps strategy in the development of Secondary School Students' English vocabulary learning. This study was applied on (some) Secondary Schools of Khartoum State Localities. The sample of this study comprised (160) 3rd year Secondary School Students of both genders selected randomly as well as (100) English language teachers of both genders. The Analytical and experimental methods have been (used P.V) in selection for testing hypotheses which were basically comprised of two groups; while the data were collected through tests conducted on students for measuring how effective it is on students learning English language vocabulary as a foreign language compared to the traditional method. Also the data were collected through questionnaire conducted for teacher's perspective about its effectiveness in vocabulary learning. The SPSS program was (used P.V) for data analysis, the study reached the following findings: Semantic maps was a good teaching technique and for reviewing vocabulary lessons; it is more systematic and well organized and clear as words with the same parts of speech are grouped together. Moreover, it was found effective in developing vocabulary learning in English language among Secondary School Students and the effect is sustaining words in Students' short-term & long-term memories. The researcher has found that the diction of semantic maps strategy was also an effective technique in developing different parts of speech among Secondary Students and that effect continues for long-term. Besides it was effective in developing verbs more than the learning of nouns and adjectives. Semantic maps can help students remember the words in English language for a long-time contrary to the traditional methods in which remembrance may be shorter because it depends on the list of vocabulary if compared with the semantic maps strategy in secondary schools. The study recommends the following: The official Educational authorities should use and activate it in Secondary Schools in teaching English language and include it in curricula. The academicians and researchers are to expand scientific researches on using it as one of teaching methods of English language as a foreign language.