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All Journal Parole: Journal of Linguistics and Education
Liu, Hsiu-Ying
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Education

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Teaching English Polysemy through Semantic Fields Liu, Hsiu-Ying; Kuo, Cheng-Chung; Chou, Yun-Hsuan
PAROLE: Journal of Linguistics and Education Volume 9 Number 1 April 2019
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (599.712 KB) | DOI: 10.14710/parole.v9i1.1-14

Abstract

The paper aims to explore the effectiveness of Semantic Field Theory in polysemy teaching by conducting action research. The objective is to cultivate students’ concept of metaphor and semantic fields in order to achieve systematic vocabulary retention on the one hand, and to prove that teaching vocabulary through Semantic Field Theory is more effective than traditional methods on the other hand. An experiment is given to sophomores in Asia University, with a pretest, in-class lesson, and posttest. The result shows that the students in the experimental group perform better in the posttest even though their performance in the pretest is worse, which furtherly proves that learning English polysemy through semantic fields is much more effective than traditional teaching methods.
Integrating Minority Women’s Narratives into EFL: A Curriculum for Language and Cultural Competence Chen, Shu-Chuan; Liu, Hsiu-Ying
PAROLE: Journal of Linguistics and Education Vol 14, No 2 (2024): Volume 14 Number 2 October 2024
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v14i2.%p

Abstract

This paper presents an integrated approach to English as a Foreign Language (EFL) instruction by embedding minority women’s literature within a five-week curriculum designed to promote both linguistic proficiency and intercultural competence. Grounded in Third World feminist theory, transformative learning, and postcolonial pedagogy, the module engages students in critical analysis of short fiction by Zora Neale Hurston, Alice Walker, Amy Tan, Helena María Viramontes, and Bharati Mukherjee. Each week centers on a thematic focus—memory, matrilineal heritage, diaspora, trauma, and healing—while incorporating explicit language instruction in grammar, vocabulary, discourse, and pragmatics. The curriculum also integrates the Multicultural Teaching Competency Scale (MTCS) and the Developmental Model of Intercultural Sensitivity (DMIS) as tools for assessing teacher preparedness and student growth. Through the synergy of language and literature, this study demonstrates how EFL classrooms can serve as transformative spaces where students develop not only communicative competence but also critical empathy, cultural literacy, and ethical awareness.
Co-Authors Chen, Shu-Chuan Chou, Yun-Hsuan Kuo, Cheng-Chung