What is Semantics?
Semantics is the study of meaning in language. This notion can be broken down further into two subfields: lexical semantics, which is the study of how words mean; and compositional semantics, which is the study of how words and syntax work together to makes sentences meaningful (Curzan & Adams, 2012). It is, perhaps, the most difficult part of language because meaning is a concept that has baffled philosophers for centuries. Dictionaries are important tools in the field of semantics. They show the referential relationships between words (e.g., dog) and the things that they refer to (e.g., objects with qualities typical of dogs but not typical of things that aren't dogs) (Curzan & Adams, 2012). However, meaning goes far beyond dictionary definitions. Meaning depends on a persons cognition (e.g., how they have categorized things in their head, like what it means to be a "dog"), the linguistic context (e.g., syntax is important in determining what a word means), and the physical and cultural context (e.g., sometimes understanding an utterance requires shared cultural context, such as interpreting idioms) (Curzan & Adams, 2012). Words meanings are continuously changing through avenues such as generalization (meaning becomes more general), specialization (meaning becomes more narrow), metaphorical extension (when a word reaches beyond its primary meaning), euphemism (a phrase meant to sound better than the literal alternative), perjoration (meaning becomes more negative), and amelioration (meaning becomes more positive) (Curzan & Adams, 2012).
Lexical meaning is both referential and relational. Our sense of a word's meaning derives in part from where it fits into the web of words and meanings that we perceive to belong together (i.e., which is termed a lexical field) (Curzan & Adams, 2012). For example, the words "cat" and "dog" belong in the same lexical field because they share the semantic feature of "pets" (Curzan & Adams, 2012). There are several types of semantic relationships that help individuals determine words meanings. These include (Curzan & Adams, 2012):
Lexical meaning is both referential and relational. Our sense of a word's meaning derives in part from where it fits into the web of words and meanings that we perceive to belong together (i.e., which is termed a lexical field) (Curzan & Adams, 2012). For example, the words "cat" and "dog" belong in the same lexical field because they share the semantic feature of "pets" (Curzan & Adams, 2012). There are several types of semantic relationships that help individuals determine words meanings. These include (Curzan & Adams, 2012):
- Hyponymy- hierarchical semantic relationships where a hypernym (e.g., dog) is more general than its hyponyms (e.g., poodle, and Boxer).
- Meronymy- subordinate semantic relationships of parts (meronym) to the whole (hypernym) (e.g., tail and paws (meronyms) to dog (hypernym)).
- Synonymy- words that mean the same thing, and can be either denotative (e.g., dictionary definition) or connotative (e.g., context).
- Antonymy- words that mean the opposite, and can be gradable (e.g., "fat" and "thin" lie on a spectrum) or nongradable (e.g., the word "single").
- Homonymy- radically different meanings that share the same word form (e.g., sink (verb) and sink (noun)); can be homophones (same sound) or homographs (same form).
Why Is An Understanding of Semantics Important?
Semantic knowledge is not only critical for all students comprehension and understanding (in both text and spoken), it provides them with the knowledge of where a word can occur in a sentence, what are its possible meanings, how it can be used socially, and what other words can be used in its place.
Challenges For ELLs.
Words, phrases, sentences, and context play an important role in a reader's process of constructing meaning from language (written or spoken). At the word level, multiple meanings of a word pose a significant challenge to ELLs. While all languages have words with multiple meanings, the nature of multiple meanings may be different in English than experienced in a students native language (Hong Xu, 2010). An ELLs confusion about a meaning of a word may also be caused by cognates, words in different languages that are derived from the same root (Hong Xu, 2010). Not all words similar in pronunciation and spelling are actually cognates. At the sentence level, meaning interferences may be due to differences in sentence structures between a student's native language and English; a cultural/general knowledge about expressions, including a linguistic context for the sentences (e.g., "good" used in one sentence may mean something different in another sentence); and a general social context (e.g., English idioms) (Curzan & Adams, 2012).
What SOL Goals May Be Influenced By Students Grasp of Semantics?
Oral Language
SOL Objective 2- The student will expand understanding and use of word meanings.
SOL Objective 6- The student will use semantic clues and syntax to expand vocabulary when reading.
SOL Objective 13- The student will read and demonstrate comprehension of nonfictional texts.
SOL Objective 2- The student will expand understanding and use of word meanings.
- Increase listening and speaking vocabularies.
- Use words that reflect a growing range of interests and knowledge.
- Clarify and explain words and ideas orally.
- Identify and use synonyms and antonyms.
- Use vocabulary from other content areas.
SOL Objective 6- The student will use semantic clues and syntax to expand vocabulary when reading.
- Use information in a story to read words.
- Use knowledge of sentence structure.
- Use knowledge of story structure and sequence.
- Use knowledge of homophones.
- Use knowledge of antonyms and synonyms.
- Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
SOL Objective 13- The student will read and demonstrate comprehension of nonfictional texts.
What Difficulties May Teachers May Observe?
Teachers may find that their students have difficulties meeting these goals because their students may lack the needed cultural or background knowledge to determine certain words or phrases meanings (e.g., idioms within texts (SOL Objective 2). Additionally, their students may lack the vocabulary knowledge needed in order to derive meaning from texts (SOL Objectives 12 & 13). Moreover, students may find it difficult to derive meaning from information that is implied (SOL Objective 6). Furthermore, ELL's limited experience with the English language may make it difficult for them to understand words with multiple meanings, as well as semantic relationships between words (SOL Objective 7).
Strategies Teachers Can Use To Help Their ELLs Acquire Semantic Knowledge.
- Explain idioms to ELL's. Be careful in using idioms with ELL's. Know how to explain them because meaning is dependent on cultural understanding. Additionally, proofread through material to determine if there are any idioms present that must be explained.
- Teach meaning when teaching vocabulary. Semantics will help students to decode words. Using methods such as "Foursquare" (e.g., write the word in English, in the native language, define the word, and draw a picture), can help to solidify students knowledge of word meaning.
- Get students interested in exploring the language. The more students encounter language, the more likely they will be able to decipher meaning.
- Use actual cognates to teach meaning. Words in different languages that are derived from the same root can be used to help students to understand word meanings. For example, the word "formation" and the Spanish version "formacion."
- Expand students background knowledge. ELL's often have limited cultural background knowledge pertaining to English that they can use to determine meaning. Additionally, ELL students may have limited vocabularies which can limit their ability to derive meaning from text. Therefore, teachers should pre-teach vocabulary and provide students opportunities to practice the new words.
Activities That Can Be Used in The Classroom To Promote Semantic Knowledge.
- Involve students in creating Semantic Maps. Semantic maps graphically represent concepts. They allow students to access their prior knowledge and experiences to portray the schematic relations that compose a concept. They allow students to develop better understandings of word meanings.
- Sunny Synonyms (Wheeler, 2012)- This fun project will allow students to gain more exposure to synonyms, expand their vocabulary, and enhance their understanding of word's meaning.
- Context Clue Tic-Tac-Toe (TPT, 2014)- This activity will expand students vocabulary and encourage them to look beyond words referential meaning.
- Skits- Teams of students are given a set of vocabulary words. They are challenged to create a brief skit using those words. After each performance, the teacher leads a discussion of how each team depicted the vocabulary words in context. These activities will broaden students knowledge of word's meanings, and facilitate in the words retention.