Semantic Prosody and ESL/EFL Vocabulary Pedagogy
AbstractThere is evidence that semantic prosody, a novel linguistic theme, should attract much attention in ESL/EFL (English as a second/foreign language) vocabulary learning and teaching. Research suggests that inappropriate word choice arising from ignorance of semantic prosody is common among ESL/EFL learners (Wei, 2006; Xiao & McEnery, 2006). This article introduces the notion of semantic prosody and provides an overview of studies of semantic prosody from five perspectives: monolinguistic, cross-linguistic, register, lexicographical, and interlinguistic. Based on this overview, the article suggests that semantic prosody be integrated into ESL/EFL vocabulary pedagogy. Finally, implications on integrating semantic prosody into ESL/EFL vocabulary pedagogy are discussed.
How to Cite
Zhang, W. (2009). Semantic Prosody and ESL/EFL Vocabulary Pedagogy. TESL Canada Journal, 26(2), 1 - 12. https://doi.org/10.18806/tesl.v26i2.411