The Effect of Thematic Clustering on Enhancing Monolingual and Bilingual EFL Learners’ Vocabulary Acquisition

Abstract

The present study intended to compare the effect of thematic clustering on learning English vocabulary among monolingual and bilingual EFL learners. It examined if the use of meaningful context or thematic grouping facilitates vocabulary learning. It was also transmitted to spread knowledge on their effectiveness in helping more bilinguals or monolinguals. The study consisted of 166 intermediate female EFL learners from two branches of Tehran institutes in Bandar Abbas, 74 bilingual Arabic EFL learners and 92 monolingual EFL learners. Before starting the main study, a pilot test was carried out to assess the feasibility and usefulness of data collection methods and the procedures. Each group of bilingual and monolingual were divided into two groups in which one group studied thematic clustering and another group was regarded as control group. A one - way Analysis of Variance (ANOVA) statistical test was used to analyze the quantitative data collected. The results showed that thematic clustering of English vocabulary can play a significant role in enhancing both monolingual and bilingual EFL learners’ vocabulary acquisition. Finally, bilinguals had better performance when they learned new words, based on thematic clustering, in comparison to monolinguals. The result of this study can help language educators and administrators to decide about the most effective vocabulary instruction programs to improve second language vocabulary learning.