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The work reviews vocabulary learning in EFL, distinguishing receptive from productive vocabulary, and addresses learners’ problems through semantic fields. It establishes theoretical foundations of lexical meaning, including denotation, sense, reference, signification, context, speech acts, presupposition, and implicature. It further examines the structure of semantic fields, applies contrastive lexical analysis in English and Arabic, and evaluates selection and gradation of EFL vocabulary teaching materials.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/semantic-field-theory-and-the-teaching-of-english-vocabulary-with-special-reference-to-iraqi-secondary-schools/270918/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/semantic-field-theory-and-the-teaching-of-english-vocabulary-with-special-reference-to-iraqi-secondary-schools/270918.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",16,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the central topic of the study?","Question",{"text":113,"@type":114},"The study centers on using semantic field theory to teach English vocabulary, specifically for Iraqi secondary schools.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the thesis treat vocabulary learning in EFL?",{"text":118,"@type":114},"It discusses vocabulary in EFL and distinguishes between receptive and productive vocabulary, focusing on the learner’s problems addressed by semantic fields.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the thesis include beyond theory?",{"text":122,"@type":114},"It develops the structure of semantic fields, conducts a contrastive lexical analysis of English and Arabic (e.g., kinship and killing fields), and examines selection and gradation of EFL teaching materials.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},270918,1790472412,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","SEMANTIC FIELD THEORY AND THE TEACHING OF ENGLISH VOCABULARY,WITH SPECIAL REFERENCE TO IRAQI SECONDARY SCHOOLS  \nALI NASSER HARB MANSOURIDiploma in TEFL(London),M.A.inLinguistics and ELT(Leeds)  \nThesis Submitted for the Degree of Ph.D.in the Department of Linguistics,University of Sheffield.  \nCONTENTS  \nPage  \nAbstract ……………………………………………………………………………………………………………………………X  \nAcknowledgements……………………………………………………………………………………………………………………xii  \nAbbreviations and Symbols ………………………………………………………………………………………………xiii  \nList of Figures…………………………………………………………………………………………………………………………………xiv  \nList of Tables …………………………………………………………………………………………………………………………………XV  \nKey to Arabic Transcription ……………………………………………………………………………………………xvi  \nCHAPTER ONE:INTRODUCTION  \n1.1. Introductory Note …………………………………………………………………………………………………………1  \n1.2.Vocabulary in EFL ……………………………………………………………………………………………………3  \n1.3.Receptive Versus Productive Vocabulary…………………………………………8  \n1.4. Semantic Fields:The Learner's Problem ………………………………………………12  \n1.5. Aim and Organization of the Study ……………………………………………………16  \nNotes to Chapter One……………………………………………………………………………………18  \nCHAPTER TWO:THEORETICAL PRELIMINARIES  \n2.1. Word,Lexeme and Lexical Item …………………………………………………………………19  \n2.2.Aspects of Descriptive Meaning ……………………………………………………………………21  \n2.2.1.Denotation, Sense and Reference ……………………………………………22  \n2.2.1.1.Denotation ……………………………………………………………………………………………22  \n2.2.1.2.Sense ………………………………………………………………………………………………………24  \n2.2.1.3.Reference………………………………………………………………………………………………25  \n2.2.2. Signification and Communicative Value …………………………………28  \n2.3.Pragmatic Aspects of Meaning ………………………………………………………………………30  \n2.3.1. Context-of-Utterance ………………………………………………………………………………31  \n2.3.2.Speech Acts ………………………………………………………………………………………………32  \n2.3.3.Presupposition………………………………………………………………………………………………34  \n2.3.4. Implicature ……………………………………………………………………………………………35  \n2.3.5.Knowledge of the Extralinguistic World………………………………37  \n2.4. Semantic Field Theory: The Basic Assumption ……………………………39  \nNotes to Chapter Two ……………………………………………………………………………………………40  \nCHAPTER THREE:SEMANTIC FIELD THEORY:GENERAL PERSPECTIVES  \n3.1.Background ………………………………………………………………………………………………………………………42  \n3.2.Recent Studies in Semantic Fields ………………………………………………47  \n3.2.1.Lyons' Theory of Meaning ………………………………………………………………47  \n3.2.1.1. Intralinguistic Relations ……………………………………………………………47  \nPage  \n3.2.1.2.Extralinguistic Relations ……………………………………………………………48  \n3.2.1.3. Context …………………………………………………………………………………………………49  \n3.2.1.4.Definition of Semantic Field ……………………………………………49  \n3.2.2.Lehrer's Contribution to Field Theory …………………………………51  \n3.2.2.1.Basic and Peripheral Lexemes ……………………………………53  \n3.2.2.2. Lexical Gaps ……………………………………………………………………………………55  \n3.2.2.3.Semantic Extension……………………………………………………………………57  \n3.2.3. Some Other Recent Contributions ……………………………………………58  \n3.2.3.1.Pottier ………………………………………………………………………………………………………59  \n3.2.3.2.Coserio and Geckeler ……………………………………………………………60  \n3.3.Evaluation of Field Theory………………………62  \nNotes to Chapter Three …………………………………………………………………………………68  \nCHAPTER FOUR:THE STRUCTURE OF SEMANTIC FIELDS  \n4.1. Sense-Relations ……………………………………………………………………………………………………………69  \n4.1.1.Synonymy……………………………………………69  \n4.1.2.Hyponymy……………………………………………75  \n4.1.3. Incompatibility………………………………………………………………………………………………………77  \n4.1.4. Antonymy………………………78  \n4.1.5. Complementarity……………………………………………………………………………80  \n4.1.6.Converseness ………………………………………………………………………………………………………81  \n4.2. Componential Analysis ……………………………………………………………………………………………82  \n4.2.1.Binary Features and ± Notation ……………………………………………83  \n4.2.2.Classification of Semantic Features …………………………………………84  \n4.2.3.Relation between Lexemes and Features …………………………89  \n4.2.4. Componential Analysis and Semantic Fields ……………………90  \n4.2.5. Componential Analysis: Advantages and Criticisms .. 94  \n4.2.6. Conclusion ……………………………………………………………………………………………………………97  \n4.3. Collocations ………………………………………………………………………………………………………………………98","cbCaiqwijVbVsiVc","https://ap.wps.com/l/cbCaiqwijVbVsiVc","pdf",30934025,560,"English","# Contents\n## Chapter One: Introduction\n## Chapter Two: Theoretical Preliminaries\n## Chapter Three: Semantic Field Theory: General Perspectives\n## Chapter Four: The Structure of Semantic Fields\n## Chapter Five: Semantic Fields in English and Arabic: A Contrastive Lexical Analysis\n## Chapter Six: Lexis and Fields in EFL Teaching Materials: Selection and Gradation","[{\"question\":\"What is the central topic of the study?\",\"answer\":\"The study centers on using semantic field theory to teach English vocabulary, specifically for Iraqi secondary schools.\"},{\"question\":\"How does the thesis treat vocabulary learning in EFL?\",\"answer\":\"It discusses vocabulary in EFL and distinguishes between receptive and productive vocabulary, focusing on the learner’s problems addressed by semantic fields.\"},{\"question\":\"What does the thesis include beyond theory?\",\"answer\":\"It develops the structure of semantic fields, conducts a contrastive lexical analysis of English and Arabic (e.g., kinship and killing fields), and examines selection and gradation of EFL teaching materials.\"}]","SEMANTIC FIELD THEORY AND THE TEACHING OF ENGLISH VOCABULARY - WITH SPECIAL REFERENCE TO IRAQI SECONDARY SCHOOLS | PDF",1789457915,1411]