Digital Semantic Word Mapping
Semantic mapping is a strategy for graphically representing concepts. A semantic word map such as the image at left, allows students to conceptually explore their knowledge of a new word by mapping it with other related words or phrases similar in meaning to the new word.
There are three components to a semantic map:
1. Core question or concept: this is a key word or phrase that is the main focus of the map.
2. Strands: subordinate ideas that help explain or clarify the main concept. These can be generated by the students.
3. Supporting information: details, inferences and generalization that are related to each strand. Supports clarify the strands and distinguish one strand from another.
There are three components to a semantic map:
1. Core question or concept: this is a key word or phrase that is the main focus of the map.
2. Strands: subordinate ideas that help explain or clarify the main concept. These can be generated by the students.
3. Supporting information: details, inferences and generalization that are related to each strand. Supports clarify the strands and distinguish one strand from another.
Digital concept maps can easily be created and shared using a variety of computer based technologies such as the Simple Mind example below.
Relation to Guiding Principles
Principle Two ~ Output Activities with the Target Language ~ Concept mapping programs could be used as a part of a communicative semantic mapping pre-reading activity in which students created semantic
maps containing target vocabulary and then students discuss in pairs.
Principle Three ~ Form Focused Instruction ~ Semantic mapping could also be a strategy which would meet purpose one of form focused instruction, which is helping students acquire the L2 lexicon more accurately by overcoming predictable problem areas, such as synforms, interlingual semantic differences, and some collocations.
Currently semantic mapping is not used frequently at our school.
Principle Three ~ Form Focused Instruction ~ Semantic mapping could also be a strategy which would meet purpose one of form focused instruction, which is helping students acquire the L2 lexicon more accurately by overcoming predictable problem areas, such as synforms, interlingual semantic differences, and some collocations.
Currently semantic mapping is not used frequently at our school.