Teaching Vocabulary through Semantic Mapping as a Pre-reading Activity across Genders

Abstract

This study has examined the effect of semantic mapping on learning vocabulary across genders. The researchers selected 120 intermediate students after the administration of a standard proficiency test. A vocabulary test was also used to measure the students' vocabulary knowledge. The experimental group received semantic mapping in the pre-reading stage, butthe control group did not receive this treatment. The results of the study, based on statistical analysis of ANCOVA, indicated that the experimental group outperformed the control group in vocabulary learning. As for the gender differences, the results indicated no significant difference between males and females. It can be suggested that semantic mapping can be used as an efficient methodology for teaching vocabulary, a technique which is equally effective for male and female EFL Learners.