Abstract
This study adopts a mixed-methods approach to explore the integration of lexical semantics in vocabulary instruction at Thang Long University. Using pre- and post-tests, Likert-scale surveys, semi-structured interviews, focus groups, and classroom observations, the study examines the impact of teaching vocabulary through semantic relationships on students’ language acquisition. Results indicate a significant improvement in vocabulary retention and comprehension, with mean test scores increasing from 2.39 (pre-test) to 4.04 (post-test). Both students and teachers viewed semantic-based instruction favourably, particularly for its use of contextualized learning and semantic mapping. However, lower-proficiency learners faced challenges in grasping abstract semantic relationships. The study suggests that scaffolding techniques and context-driven learning can enhance the effectiveness of lexical semantics in vocabulary teaching, leading to more meaningful language acquisition.
Keywords
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