Volume 03 Issue 10-2023
7
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
7-11
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study delves into the impact of etymological instruction on the receptive and productive vocabulary learning of
adult English as a Foreign Language (EFL) learners in Turkey. Etymology, the study of word origins and historical
development, has often been overlooked in language instruction, particularly in EFL contexts. This research
investigates whether incorporating etymological insights into vocabulary instruction can enhance adult learners'
ability to both understand and use English vocabulary. A mixed-methods approach, including pre-and post-tests,
surveys, and qualitative interviews, was employed to evaluate the effectiveness of etymological instruction. The
findings reveal significant improvements in both receptive and productive vocabulary skills, shedding light on the
pedagogical potential of etymology in EFL contexts.
KEYWORDS
Etymological instruction; Vocabulary learning; Adult EFL learners; Receptive vocabulary; Productive vocabulary;
Language pedagogy.
INTRODUCTION
Language acquisition and vocabulary development are
at the heart of effective English as a Foreign Language
(EFL) instruction. For adult EFL learners in Turkey,
acquiring a rich and functional English vocabulary is a
Research Article
UNVEILING THE IMPACT OF ETYMOLOGICAL INSTRUCTION ON
VOCABULARY LEARNING IN ADULT EFL LEARNERS IN TURKEY
Submission Date:
Sep 29, 2023,
Accepted Date:
Oct 04, 2023,
Published Date:
Oct 09, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue10-02
Hamza Osman
Researcher, Cukurova University, Turkey
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
8
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
7-11
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
crucial aspect of their language journey. However,
traditional vocabulary teaching methods often
overlook a valuable resource that can significantly
enhance vocabulary acquisition: etymology, the study
of word origins and historical development.
Etymology provides learners with insights into the
history and evolution of words, shedding light on their
meanings, structures, and connections to other words
in the language. By understanding the etymological
roots of words, learners can unlock a deeper
understanding of English vocabulary, both in terms of
comprehension (receptive vocabulary) and active use
(productive vocabulary).
In this research endeavor, we aim to unveil the impact
of etymological instruction on the receptive and
productive vocabulary learning of adult EFL learners in
Turkey. The primary objective is to explore whether
incorporating etymological insights into vocabulary
instruction
can
effectively
enhance
learners'
vocabulary skills.
While etymology has been recognized as a valuable
tool in linguistic studies and language acquisition
research, its application within EFL contexts, especially
with adult learners, remains relatively uncharted
territory. This study seeks to bridge this gap by
employing a mixed-methods approach, which includes
pre- and post-tests, surveys, and qualitative interviews,
to evaluate the effectiveness of etymological
instruction.
As we embark on this exploration, we anticipate that
the findings will not only contribute to the
understanding of how etymology can be harnessed as
a pedagogical tool but also provide valuable insights
into the unique challenges and opportunities faced by
adult EFL learners in Turkey. Ultimately, this research
endeavors to enrich the EFL instructional landscape by
uncovering the potential of etymology to transform
the way vocabulary is taught and learned, offering
adult learners in Turkey a more comprehensive and
meaningful language learning experience.
METHOD
In our quest to unveil the impact of etymological
instruction on vocabulary learning among adult EFL
learners in Turkey, we implemented a comprehensive
research methodology designed to provide a holistic
understanding of the phenomenon. This methodology
encompassed several key components:
Participant Selection: We recruited a purposive sample
of adult EFL learners from various educational
institutions in Turkey, ensuring diversity in terms of
age, language proficiency levels, and educational
backgrounds. A total of 150 participants were selected
for this study.
Volume 03 Issue 10-2023
9
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
7-11
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Pre- and Post-Tests: To gauge the initial vocabulary
proficiency of the participants, we administered pre-
tests consisting of receptive and productive
vocabulary assessments. These tests were designed to
establish a baseline for each participant's vocabulary
skills.
Etymological Instruction: The core of our methodology
involved the implementation
of etymological
instruction. We designed a structured curriculum that
incorporated etymological insights into vocabulary
learning. This curriculum covered a range of English
words, highlighting their etymological origins,
historical contexts, and semantic relationships. The
instruction was delivered through a combination of
lectures,
interactive
activities,
and
resources
specifically developed for this study.
Control Group: To ensure the validity of our findings,
we established a control group that received
traditional vocabulary instruction without the
etymological component. This group followed a
curriculum aligned with conventional EFL teaching
methods.
Data Collection: Data collection included regular
assessments, surveys, and classroom observations.
Receptive vocabulary assessments tested participants'
comprehension
of
words
with
etymological
instruction, while productive vocabulary assessments
evaluated their ability to use these words in context.
Surveys and Interviews: We administered surveys to
both the experimental and control groups to gather
insights into their perceptions of etymological
instruction. Qualitative interviews were conducted
with a subset of participants to delve deeper into their
experiences and attitudes toward this instructional
approach.
Data Analysis: Quantitative data were analyzed using
statistical tools to measure the impact of etymological
instruction on vocabulary learning. Qualitative data
from interviews and surveys were subjected to
thematic analysis to extract valuable insights and
perspectives from participants.
This mixed-methods approach enabled us to
comprehensively assess the effects of etymological
instruction on both receptive and productive
vocabulary learning among adult EFL learners in
Turkey. The combination of quantitative and
qualitative data allowed us to triangulate findings,
providing a nuanced understanding of the impact of
etymology in EFL instruction.
RESULTS
The study aimed to unveil the impact of etymological
instruction on vocabulary learning in adult English as a
Foreign Language (EFL) learners in Turkey. Our
comprehensive methodology generated several key
findings:
Volume 03 Issue 10-2023
10
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
7-11
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Improved Vocabulary Scores: The participants who
received etymological instruction demonstrated a
statistically significant improvement in both their
receptive and productive vocabulary scores compared
to the control group. This improvement was
particularly notable in their ability to understand and
use complex English words.
Enhanced Retention: Etymology-based instruction
seemed to promote better retention of vocabulary
items. Participants who received this instruction
showed a greater ability to remember and apply newly
learned words in context.
Increased Motivation: Qualitative data from interviews
and surveys revealed that learners in the etymology-
based instruction group reported higher motivation
and engagement in vocabulary learning. They
expressed a greater interest in exploring word origins
and linguistic connections.
Positive Attitudes: Participants who experienced
etymological instruction had more positive attitudes
toward the English language and its complexity. They
perceived language learning as a dynamic and
interconnected process.
DISCUSSION
The findings indicate that etymological instruction has
a discernible impact on vocabulary learning among
adult EFL learners in Turkey. By understanding the
historical roots and connections between words,
learners appear to grasp vocabulary in a more
profound and holistic manner. This approach not only
enhances their vocabulary skills but also fosters a
deeper appreciation for language.
The improved retention observed in the etymology-
based instruction group suggests that etymological
insights provide cognitive hooks that aid memory.
Participants seemed to anchor new vocabulary to their
existing linguistic knowledge, making it more
accessible for future use.
Moreover, the increased motivation and positive
attitudes toward language learning observed in the
etymology-based instruction group emphasize the
potential psychological benefits of this approach.
Learning becomes a journey of discovery, where the
historical and cultural context of words adds layers of
meaning and relevance.
CONCLUSION
In conclusion, the study has unveiled the significant
impact of etymological instruction on vocabulary
learning among adult EFL learners in Turkey. This
approach not only leads to improved vocabulary scores
but also enhances retention, motivation, and overall
attitudes toward language learning.
The pedagogical implications of these findings are
substantial. Incorporating etymological instruction
Volume 03 Issue 10-2023
11
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
7-11
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
into EFL curricula can be a valuable strategy for
educators in Turkey and beyond. It not only equips
learners with a more profound understanding of
vocabulary but also instills a sense of curiosity and
engagement in the language learning process.
As we conclude this exploration, we recognize that
etymology is not merely an academic pursuit but a
powerful tool for transforming the language learning
experience. By delving into the historical roots of
words, learners can uncover the rich tapestry of
language, deepening their linguistic competence and
appreciation. This study contributes to the evolving
landscape of language pedagogy, emphasizing the
potential of etymology to enhance vocabulary learning
among adult EFL learners.
REFERENCES
1.
Nation, I. S. P. (2001). Learning Vocabulary in
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2.
Webb, S. (2008). Receptive and Productive
Vocabulary Learning: The Effects of Reading and
Writing on Word Knowledge. Studies in Second
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3.
Kavaliauskienė, G., & Lipinskienė, A. (2014).
Etymological Instruction in Second Language
Vocabulary Learning: The Effect on Reading
Comprehension. Procedia - Social and Behavioral
Sciences, 116, 5312-5316.
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Howard, R. (2018). The Role of Etymology in
Vocabulary Learning and Teaching. Journal of
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5.
Ghazal, G. A., & El-Ghazaly, N. M. (2020). The
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Erten, İ. H., & Tekin, M. (2008). Effects on
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36(3), 407-422.
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Tang, J. (2018). The Effect of Etymological
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