International Conference on Informatization in Education, Management and Business (IEMB 2014)

Sense Relations and the Applications In English Vocabulary Teaching

Guan Jian
School of Foreign Languages,Jilin Agricultural University, Changchun, Jilin 130118

meaning organizes the vocabulary and teaching vocabulary

Abstract: Vocabulary acquisition is central to language through sense relations should be the best way to give
learning and of critical importance to the students. There are organized access to the lexicon (Ronald Carter, 1998).
many occasions when students cannot use words precisely and Human mind usually unconsciously takes account of
correctly due to their inadequacy of vocabulary knowledge. such relatedness of meaning when organizing the words of a
This paper aims to prove the significance of sense relations language and store them in the brain. So it is quite reasonable
construction in vocabulary teaching. The idea of applying to assume that a method of teaching that takes account of the
sense relation to vocabulary teaching is not a new one. But the psychological process underlying semantic relatedness must
application of different theories in sense relation construction be more pedagogically efficient.
and the designing of various exercises and activities in sense
relation is a new attempt in this research field. The paper aims II. SEMANTIC FIELD THEORY
to provide a more effective way and a new perspective for
vocabulary teaching to help students so that better learning The Saussurean structural semanticist takes the view
will occur in the classroom as well as in the self-teaching that a semantic field is a paradigmatically or syntagmatically
environment. structured subset of the vocabulary since the meaning of any
linguistic unit is determined by the paradigmatic and
Key words: sense relations, componential analysis, syntagmatic relations ehich hold between that unit and other
markedness theory, theory of basic level category units in a language-system. (Lyons, 1977b:268) The lexical
items that that are sematically related to each other fall into
I. INTRODUCTION the same semantic field. The most famous semantic field
theory is that of Jost Trier, a German linguist, who regards
English has become the most widely used language in the vocabulary as an integrated network composed of lexical
the world. To master English is to gain an important tool for items interrelated to each other in sense, and every lexical
global communication. Therefore, English teaching and item is surrounded by the network of relations which in turn
learning has become more and more popular in domestic connect the lexical item with others. So to know the meaning
education. But investigations tell us many learners have of a lexical item we must first compare and contrast it with
problems in their learning process especially in vocabulary other items in the same semantic field or the items of the
acquisition, the basic and essential part in language learning. neighboring semantic field. Here is what Trier says about
The inadequateness of learners’ command in vocabulary semantic field “Fields are living realities intermediate
acquisition mainly lies in: great efforts but little results in between individual words and the totalily of the vocabulary;
vocabulary memorizing; lack of the understanding of the real as parts of a whole they share with words the property of
meaning of the words taught; inability to retrieve the words being integrated in a larger structure and with the vocabulary
that have been taught when the case of use comes up; the property of being structured in terms of small units.”
inability to use the appropriate word according to the Since the whole vocabulary of a language is a huge,
situation. integrated and complex network, it is impracticable to
According to semantic theory, words do not exist in contrast and analyze the lexical items on this basis. It is
isolation but are related to each other and thus form the essential and workable to divide the whole network into
massive word store of a language. So vocabulary is an smaller subfields and further divide the smaller fields into
integrated system of lexemes interrelated in sense. We can even smaller ones until the smallest field of concept is found
divide the whole vocabulary of a language up into different can we analyze the lexical items efficiently. According to
fields of concepts which may consist of many subfields. The Hadumod Bussmann(2000),semantic field theory reflects the
meaning of a word does not exist in the word itself but rather general tendency to move from an isolating, atomistic,
spreads over the neighboring words, since it is the discrete view to a holistic, systematic approach. The
neighboring words that help pin down the meanings of the following are premises fundamental to Trier’s semantic field
word. In other words, the meaning of a word can only be theory:
adequately described through its semantic relations and 1) The meaning of an individual word is dependent
contrasts to other words. Probably we all have experience upon the meaning od the rest of the words of the
that remembering words from lists that contain semantically same lexical or conceptual field.
2) An individual lexical field is constructed like a
related subsets is much easier than remembering words mosaic with no gaps; the whole set of all lexical
from lists of unrelated words. Thus we may suggest that

© 2014. The authors - Published by Atlantis Press 389

 fields of a language reflects a self-contained (1)A clumsy (heavy, stupid, unskillful) workman is likely
picture of reality. to find fault with his tools.
3) If a single word undergoes a change in meaning, (2)As John is a deft (skillful, clever, ready) mechanic, he
then the whole structure of the lexical field was hired by the joint-venture in no time.
changes. ………
Consequently, the isolated historical study of words can In this exercise, all the target words are the new words or
be superseded by the study of lexical fields. (Hadumod words found in the unit under discussion. This will help
Bussmann,1996:275) students set up synonymous groups of words by identifying
Semantic field theory was further developed by John their synonyms. Also the sentences provide the students with
Lyons in his Semantics (1977). According to Lyons, the a specific context which makes the task easier.
sense of a word is “its place in a system of relationships Type 2
which it contracts with other words in the vocabulary”, so Choose the one word or phrase that keeps the meaning of
the whole lexical system of a language “is to be described in the original sentence if it is substituted for the italicized word
terms of the sense relations holding between the lexical or phrase.
items”.(Lyons,1977) He accepted the Saussurean structural (1)That car model has become obsolete.
semantists’ view that “the meaning of any linguistic unit is A. outmoded B. out of stock C. popular D. modern
determined by the paradigmatic and syntagmatic relations (2) Current demographic trends, such as the fall in the
which hold between that unit and other linguistic units in a birth rate, should be favorably accelerate economic growth
language system”.(1977) A semantic filed is therefore “a in the long run.
paradigmatically and syntagmatically structured subset of the A. modern B. rapid C. contemporary D.
vocabulary”(Lyons, 1977). nowadays
According to Palmer, in almost all cases the words within ………
a semantic field are incompatible. If we say “This is a red This exercise not only practices the students’ knowledge
car”, we cannot say “This is a green car” at the same time. of synonymy, but also stimulates them to distinguish the
This is because in the semantic field of color, “red” and shades of meanings between synonymous groups. In
“green” are incompatible. We can, however, recognize terms example 2 students will have to distinguish the meanings of
that seem to be mixtures: a hat can be orange-red, while a synonymous groups: modern, contemporary and nowadays.
tigon is the cross between a lion and a tiger. But by The teacher can apply CP to show the differences of
introducing such terms we merely increase the words within meanings of the synonymous groups.
the field and divide the field up more finely. (Palmer) Type 3
Generally the items within a semantic field are unordered: In each word group below, three or four of the words are
that is to say there is no natural way, as far as their meaning similar in meaning. Point out the words which do not fit into
is concerned, of arranging them in any kind of order. (Palmer) their groups.
But there are some groups of words that seem to have some (1)inevitable, unnecessary, unavoidable, inescapable
order such as the days of a week and the months of a year. (2)sufficient, enough, adequate, stinting
The pedagogical implications we get from semantic field ………
theory in vocabulary teaching is that we should teach This exercise is quite helpful for students to set up
vocabulary by setting up sense relations between words. synonymous groups for the newly learned word, and to
Since vocabulary is not a random collection of lexical items further integrate the new words with learned ones.
but a systematic network of interrelated items, it seems more
reasonable to present and interpret words to students in a Type 4
systematized way which will exemplify the systematic nature Find the inappropriate word in each of the following
of vocabulary and help them to integrate the new words into sentences and replace it with a suitable word.
the whole store of those they are familiar with as well. Also (1)Mother Teresa is notorious for her fine work with the
the application of semantic field theory in vocabulary poor and sick in India.
teaching can help students expand their vocabulary. (2)Old Tom is conspicuous for his great achievements in
science.
III. THE ANALYSIS OF VOCABULARY DESIGN IN A NEW ………
ENGLISH COURSE(ANEC) The students will find this exercise require more efforts
than the previous ones since they first have to find the
A. . Exercises Focusing On Synonymy Learning mistakes in the sentences and then correct them. In example
In this book exercises focusing on synonymy learning 1 the word notorious means famous or widely known for
mainly fall into seven types. Here are some of the examples something bad. While the context of the sentence tells us the
of each type. derogative meaning of notorious is inappropriate here. The
Type 1 teacher now should stimulate students to figure out another
In the following sentences three alternatives are given in word with the similar meaning. The students might give
parenthesis for the italicized words. Select the one which you answers such as noted, famous, well-known, known. The
think is the most suitable in the context. teacher can add more like celebrated. Then the teacher
should point out that synonyms can have clearly different

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affective values which result in the inappropriateness in the (1)ALIVE
given sentence. Some are neutral like known, some are A. deadly B. deathly C. dead D. deathlike
appreciative like celebrated, and others are derogative like (2)FILTHY
notorious. In this way the students will set up synonymous A. impure B. clean C. spotless D. unsoiled
relations for the target word notorious as well as broaden ………
their knowledge of synonyms. This exercise practices vocabulary capacity on antonyms.
Type 5 As long as the students know the antonymous pairs, they can
Suggest a word or a phrase that might be used in easily choose the correct answers. Besides providing the
informal speeches and writings for each of the words listed correct answers, the teacher should point out the four groups
below. of antonyms: gradable antonyms, complementary antonyms
(1)exhort (2) attest to (3) procrastinate (4) and relational antonyms. In this exercise, alive/dead are
reluctance complementary antonymous pairs; filthy/ clean (spotless,
……… unsoiled) are gradable antonymous pairs.
All the words chosen here are the new words the students Type 2
are required to master in the unit. Through this exercise the Select the word or words most nearly opposite in
teacher can illustrate that synonyms can be different in meaning to each other of the words in capitals.
connotations. Here exhort is more formal compared with its (1)The river DROPPED some 34 feet overnight.
synonym advise, so they differ in their stylistic A. drooped B. rose C. fell
appropriateness. The teacher should also mention that many (2)The COLD-BLOODED assassination of the duke was
borrowed words in English such as are generally more the sensational news in today’s papers.
formal than native words. For example, respond, forest, A. warm B. humane C. callous
manual are more formal than answer, wood and handy. (3)Always bear in mind the proverb “Practice makes
Type 6 PERFECT.”
Replace each phrase in italics with an appropriate word A. exemplary B. immaculate C. imperfect
group listed below. ………
in disharmony with This exercise is similar with the previous one except that
in great disorder the contexts in the sentences here can help students pin down
(1)Lucy felt sad and out of keeping with the general air the precise meaning of the capitalized words. Take no. 3 for
of festivity that reigned in the house. example, the teacher should introduce some affixes and
(2)The family had left in a hurry, leaving everything at suffixes that are used to form antonyms. Besides, knowledge
sixes and sevens. about the markedness and unmarkedness terms should be
touched upon. Here imperfect is formally marked, while
Type 7 perfect is formally unmarked.
Fill in each gap in the following sentences with the Type 3
appropriate form of a suitable word taken from the list at the Give antonyms of the following words.
head of each group. (1)majority (2) stimulate
replace, substitute ………
(1)At last the arrogant manager resigned and was ( ) by This exercise aims to help students set up antonymous
a promising young man in his early thirties. pairs for the newly learned words.
(2)I am afraid the jewels she returned to you are not
genuine; they are fake ones that have been ( ) for the Type 4
originals. Fill in each blank with an appropriate word by adding to
……… the given word in brackets the necessary prefix or suffix or
This exercise aims to help students distinguish both as is required.
differences between synonyms. In this example, the (1)Our director made (remit) efforts to improve the
synonymous pair replace and substitute shows difference in performance of our corporation.
application. In other words, they have different word (2)The story you told seemed quite (credit ) but we
collocations: replace A by B while substitute B for A. The were compelled to believe you.
teacher can also provide more examples for students to have ………
a better understanding: empty box, empty street, vacant Adding affixes and suffixes is an important way to form
position, vacant seat, hollow promise, hollow trunk, etc. antonyms in English. The teacher should introduce some
common affixes and suffixes such as un-, in-, im, ir-, anti,
B. . Exercises Focusing On Antonymy Learning non-, etc. and –less. In this way the students will be more
There are mainly four types of exercises designed for familiar with the word formation in English.
practicing antonymy in the book A New English Course.
Type 1 C. . Exercises Focusing On Hyponymy Learning
Select the word or words most nearly opposite in In the book A New English Course the exercises for
meaning to the word in capitals. practicing hyponymy are designed very well. From the

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various types of exercises the students can understand what Type 5
is hyponymy and the function of it. Group the following words and phrases under 5 different
Type 1 headings as follows.
Fill in each blank with a suitable word or suitable words (1)pleasant
chosen from the list in the proper form. (2)sharp
remember, memorize, recall, recollect, remind, retain, (3)sweet
review, reminisce ………
(1)He returned to the site of the Huai Hai Campaign to appetizing peppery treacly delicacy piquqnt
the battles he had witnessed. honeyed ………
(2)The Monument to the People’s Heroes us of the
sacrifices the martyrs made for the liberation of our country. D. Exercises Focusing On Collocation Learning
……… Collocations in this book especially focus on the
All the words listed in this exercise are from the same collocations of preposition.
field of concept of “remember”. The teacher should use the Type 1
word remember as a bridge to introduce other new words Choose the word or phrase which best complete each
listed here. According to the theory of basic level category, sentence.
the words at the basic level of the hierarchical relationship of (1)Newly woven Indian baskets often ( ) a strange smell.
hyponymy are learned more easily. Here the teacher should A. give away B. give over C. give off D. give up
first tell students all the words here are more specific words (2)As the medicine took ( ), the nervous patient became
under the same general covering word remember. Then the quieter.
teacher can apply CP and principles of collocation to A. action B. force C. effect D. influence
elaborate the precise meaning of each word. By constructing (3) The writer was not used to speaking in public, but
relationship of hyponymy among the words, the students will when the opportunity presented itself, he rose to the ( ).
grasp and locate the meanings more easily. A. chance B. circumstance C. event D.
Type 2 occasion
Make a list of more specific words for each of the (4)Although he hadn’t got any academic qualifications,
following general terms. he had a lot of practical knowledge of navigation ( ).
(1)SAY A. at his back B. at his fingertips C. under his belt D.
(2)SEE in his grasp
(3)BEVERAGE These exercises cover collocations of verb and adverb,
……… verb and noun, etc.
This exercise requires students to provide the subordinate Type 2
terms of the superordinate. For each group, the general Complete each phrase with an appropriate word chosen
words are those basic level categories which the students from the lists.
have first grasped. The teacher should introduce the function A. bevy, flight, grove, school, brood, flock………
of hyponyms which is to make our speech or writing more (1)a ( ) of steps (2)a ( ) of trees (3) a ( ) of larks
precise and vivid. The students should know how to apply (4)a ( ) of fish (5)a ( ) of bird (6)a ( ) of chickens
the subordinate and superordinate terms appropriately. B. board, committee, litter, swarm ,bunch, fleet
Type 3 (1)a ( ) of representatives (2)a ( ) of bees (3) a ( ) of
Give one generic term that covers each of the following directors
groups of words. (4) a ( ) of cats (5) a ( ) of ships (6) a ( ) of
(1)bandit, poacher, swindler, fraud, embezzler, imposter, flowers
smuggler Type 3
(2)drowse, doze, slumber, hibernate, coma, rest, nap Besides there are many closes after each unit in this book
……… which cover practices of collocation, synonymy, antonymy
This exercise helps students group the specific words and hyponymy.
under a more general term systematically and form the
relation of hyponymy, which can extend memory retention. IV. SUMMARY
Type 4 Sense relations have been studied by many linguists
Arrange the following groups of words in ascending and its practical value in teaching has already been accepted.
order. As for this paper, sense relations application is limited in
(1)whisper, roar, shout, speak vocabulary teaching. Due to the content limit of this paper
(2)canter, trot, gallop, walk we just focus on three types of sense relations: synonymy,
……… antonymy, hypnymy and collocation. In teaching and
In this exercise the students are required to put all the constructing these sense relations we apply componential
words according to the intensity in meaning. This will help analysis, markedness theory and basic level category
students grasp the precise meaning of both subordinates and respectively. Collocations are discussed with some
superordinates. The teacher can provide some sentence guidelines.
examples to clarify the meaning respectively.

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 After the elaboration on sense relation teaching we REFERENCES
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