Enhancing Vocabulary Acquisition and Language Learning through Corpus Linguistic Approaches - The Role of Onomastics in Teaching Batik Madura’s Cultural Identity

Oct 15, 2026

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Research on corpus linguistics in language learning concentrates on lexical patterns, collocations, and discourse structures, while the use of onomastics remains largely unexplored. This study investigates how corpus-based onomastic analysis of Batik Madura naming conventions affects students’ vocabulary acquisition and cultural awareness in EFL instruction. A sequential mixed-methods design used pre- and post-tests plus a closed-ended questionnaire with 53 Indonesian undergraduates, complemented by interviews with six students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Introduction

Corpus linguistics and data-driven vocabulary learning

Onomastics and cultural identity in EFL

Batik Madura as a linguistic resource

Vocabulary acquisition challenges in EFL

Role of culturally embedded materials in learning

Enhancing Vocabulary Acquisition and Language Learning through Corpus Linguistic Approaches: The Role of Onomastics in Teaching Batik Madura’s Cultural Identity Suhartatik Universitas Negeri Malang Wahyudi Siswanto Universitas Negeri Malang Roekhan Universitas Negeri Malang Abstract Research on corpus linguistics in language learning has primarily emphasized lexical patterns, collocations, and discourse structures, yet their application toonomastics remains underexplored. Research on Batik Madura’s naming conventions has largely been descriptive, lacking integration into vocabulary acquisition and cultural identity development in English as a Foreign Language (EFL) instruction. To address this gap, this study examines the impact of corpusbased onomastic analysis on students’ vocabulary acquisition and cultural awareness. A sequential mixed-methods approach was employed, involving preand post-tests and a closed-ended questionnaire to measure lexical retention, semantic comprehension, and cultural identity awareness among 53 undergraduate students at STKIP PGRI Sumenep, Indonesia. Additionally, structured interviews with six selected students provided in-depth insights into their experiences with corpus-based learning. The findings revealed that exposure to Batik Madura’s naming conventions through corpus analysis improved students’ ability to recognize word formations and contextual meanings, leading to a deeper understanding of linguistic structures. However, some students encountered difficulties interpreting abstract cultural meanings embedded in names. The study suggests incorporating explicit instructional scaffolding to bridge conceptual gaps. These findings highlight the potential of onomastics-based corpus analysis in enhancing vocabulary learning while underscoring the need for pedagogical adjustments to optimize its effectiveness in EFL contexts. Introduction Corpus linguistics has significantly transformed language learning and teaching by providing datadriven insights into vocabulary acquisition, lexical patterns, and discourse structures (Motschenbacher, 2020; Selivan, 2023) . The use of corpora allows learners to engage with authentic linguistic data, fostering a deeper understanding of word formation, collocations, and contextual usage (Endarto, 2020 ; Zakaria et al. 2023) . Despite extensive research on corpus applications in language learning, studies have predominantly focused on general lexical competence rather than exploring specialized domains, such as onomastics (Nick, 2020; Römer, 2022) . Onomastics, the study of proper names and their meanings, is a crucial yet often overlooked aspect of linguistic research that bridges language and cultural identity (Juncal, 2018; Sabet & Zhang, 2020) . In the context of English as a Foreign Language (EFL) instruction, integrating corpus linguistic approaches with onomastics offers a unique opportunity to enhance both vocabulary acquisition and cultural awareness. However, empirical research on the pedagogical implications of such an approach remains scarce. Batik Madura, a traditional Indonesian textile deeply embedded in cultural and historical narratives, represents a rich linguistic resource for exploring onomastics in language education. Each Batik Madura motif is named according to historical, social, and philosophical values, reflecting the linguistic and cultural intricacies of the Madurese people (Shamsuddin et al., 2021) . The naming conventions of these batik patterns often involve metaphorical, idiomatic, and regionally specific terms, making them an ideal corpus for vocabulary learning (Zoutsou et al., 2024) . While cultural texts and ethnographic studies have documented the significance of Batik Madura in preserving local heritage (Suhartatik et al., 2022), little attention has been given to its role in EFL vocabulary acquisition. Current research has primarily treated Batik Madura as an artifact of cultural identity rather than

FAQs

What gap does the study address in corpus linguistics and language learning?

The study addresses the limited exploration of onomastics within corpus-based language learning, especially its integration into vocabulary acquisition and cultural identity development in EFL instruction.

How was the study conducted to measure students’ learning outcomes?

It used a sequential mixed-methods approach with pre- and post-tests and a closed-ended questionnaire to measure lexical retention, semantic comprehension, and cultural identity awareness, followed by structured interviews with six selected students.

What were the main findings about using corpus-based onomastics from Batik Madura?

Corpus-based exposure to Batik Madura naming conventions improved students’ recognition of word formations and contextual meanings, though some students struggled with interpreting abstract cultural meanings embedded in names.

Oct 15, 2026

Uploaded by Putri