The influence of Meronymy and Holonomy on EFL vocabulary learning

Abstract

Abstract: This research, The Influence of Meronymy and Holonomy on EFL Vocabulary Learning , aimed to determine the effectiveness of teaching vocabulary through holonomic and meronymic relationships. Identifying the extent to which retention and expansion of words improve, as well as students' perceptions of this teaching strategy. Likewise, the research was conducted at a public school in the city of Loja, using a mixed-method approach with a sample of 23 ninth-grade students and an English teacher. Furthermore, the instruments used were a questionnaire to evaluate the students' criteria about the language, a pre-test and post-test to evaluate learning progress, a Likert scale to study the perceptions obtained, and an interview administered to the teacher. In synthesis, the results showed that the use of holonymy and meronymy in vocabulary teaching has a positive impact on student s EFL vocabulary learning. At the beginning, influential factors such as mother tongue interference in the classroom, limited vocabulary proficiency, and student insecurity were observed; however, at the end of the study, students demonstrated better vocabulary proficiency and increased confidence when interacting in English. (N/D)