The effect of thematic clustering on students' studying vocabulary recognition and retention: a single-subject research

Together with the contrast between interference hypothesis and distinctiveness hypothesis, the decision of whether to teach vocabulary using semantic clustering, thematic clustering or other types of word clustering presents as a controversial matter. Though previous studies have already examined this issue on several perspectives, little or no evidence approached from the viewpoint of non-native speakers of English. Therefore, supporting the distinctiveness hypothesis, the study compares the effect of studying thematic clustering and unrelated clustering vocabulary on memory recognition and retention. Utilizing experiment research, a single-subject study was conducted on 6 participants throughout the course of studying, testing and interviews. The results emphasized the effectiveness of thematic clustering on vocabulary recognition and production, whilst confirming the participants’ preference and positive attitudes toward this type of clustering. The study, thus, retained the distinctiveness hypothesis effect of presenting and practicing thematically related vocabulary in a non-English speaking classroom environment. Keywords: thematic clustering; vocabulary; recognition; retention