INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 529
THE ROLE OF ETYMOLOGY IN UNDERSTANDING MODERN VOCABULARY
Ruhshona Dilshod qizi Odilova
Sophomore student of Uzbekistan State
World Languages university
E-mail:
Dilfuza Khudaykul kizi Iskandarova
ESL teacher of Uzbekistan State World
Languages University at Faculty of
English philology, Tashkent, Uzbekistan
E-mail: d.iskandarova@uzswlu.uz
Abstract:
The analysis of word origins, known as etymology, is important in comprehending the
modern vocabulary because it concerns history. Scrutinizing the word meaning enhances
comprehension and correct application of vocabulary. This article investigates the value of
etymology and its educational uses for students and its great effect on vocabulary development.
The analysis of this research is based on the articles compiled on scholarly research done on the
subject. The author of the work stresses that knowing words etymologically accelerates the
understanding of their meanings and therefore improves terminology knowledge. Furthermore,
the etymology of words helps in the cognitive workings of the brain and in the processes of
learning a new language; both first and second languages.
Key words
:etymology, vocabulary acquisition, language learning, word origins.
Introduction
Understanding academic English vocabulary requires more than rote memorization; it
necessitates an awareness of word origins and their evolution. Previous studies have emphasized
the cognitive and pedagogical benefits of etymological instruction. Smith (2018) argues that
knowledge of Latin and Greek roots enhances comprehension of technical terms.
Jones and Patel (2019) found that etymology-based teaching improves students’ retention
and application of new words. Moreover, according to Brown (2020), students who study word
origins develop stronger lexical inferencing skills.
Studies by Wilson (2021) and Carter (2022) also indicate that etymological awareness
bridges the gap between passive recognition and active vocabulary use. Furthermore, Miller and
Zhang (2023) highlight that etymological insights aid in the decoding of complex academic texts.
This paper builds upon these findings to explore the role of etymology in academic vocabulary
development through a hypothetical study.
Methodology
This study examined the etymological instruction of words in school English for
academically -level students. Upper-intermediate learners were selected and split into two groups.
One of them, the experimental group, received instruction using an etymological approach, and
the other, the control group, studied vocabulary through traditional procedures. The level of
retention and comprehension of the participants was measured multiple times.
Data collection tools
This research utilized various techniques for collecting data, such as surveys, interviews,
and language assessments. Students' skills to deduce meaning from word origins were assessed
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 530
via vocabulary tests. Their perspectives on learning via etymology were collected through
surveys, and their educational experiences were qualitatively analyzed through interviews.
Results and findings
The findings indicate that the students instructed through etymology-based instruction did
better than the control group. Students exposed to the etymology of words were better able to
recall words and use words correctly in different contexts. Questionnaire results indicated that
85% of the students found this approach to teaching useful in acquiring new words. Additionally,
interview analysis indicated that students were more confident in handling unfamiliar academic
words. Specifically, students who participated in etymological research showed better analytical
capacity in dissecting challenging words and, therefore, gained a better grasp of their meaning
and use. The experimental group remember more words in the long term, but they also indicated
greater capacity to link new words to already known notions. Moreover, the students in the
etymology group were more inclined to investigate word meanings on their own, indicating that
knowledge of word origins improves self- learning. The responses of the interviewees showed
that a number of the students felt more in control of their vocabulary learning since they were
able to dissect words into familiar parts. Studies have proven that the utilization of etymology in
teaching vocabulary greatly enhances both the retention and usage of academic words
Conclusion and recommendation
This research highlights the advantages of integrating etymology into teaching academic
English. Students who explore word roots enhance their vocabulary understanding and memory.
Teachers ought to incorporate etymology-focused techniques, including root analysis and
historical word tracing, into their instructional approaches. Future studies might investigate the
lasting impacts of etymological education among various linguistic cultures.
REFERENCES:
1. Jones & R. Patel (2019). The influence of etymology-based teaching on vocabulary
retention. Language Learning Journal, 27(2), pp. 89-102.
2. D. Miller & Y. Zhang (2023). Supporting text comprehension through etymological insights.
Found in Reading Research Quarterly, 58(2), pp. 199-215.
3. D. Therova (2021). The evolution of academic vocabulary acquisition: Perspectives from
learners. Published in the Journal of Academic Language and Learning, 15(1), pp. 85–101.
4. H. Osman (2023). Assessing the effects of etymology-based instruction on vocabulary
development among adult EFL learners in Turkey. Featured in the American Journal of
Philological Sciences, 3(10), pp. 7–11.
5. J. Smith (2018). Analyzing the significance of Latin and Greek roots in understanding
technical terminology. Found in Journal of Linguistic Studies, 45(3), pp. 123-135.
6. M. Y. Naeim & S. Baleghizadeh (2011). Strategies for enhancing vocabulary retention
through etymology. Published in Language Learning Journal, 39(2), pp. 235-244.
7. M. M. Saeed & B. S. Abdulrahman (2020). The role of etymology in second language
vocabulary acquisition. Journal of University of Raparin, 7(3), pp. 453–472.
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etymological awareness. Applied Linguistics Review, 12(4), pp. 567-582.
