EXPLORING SEMANTIC COMPETENCE IN ENGLISH LANGUAGE LEARNING: IMPLICATIONS FOR EFL INSTRUCTION

Abstract

This study investigates the role of Semantics in enhancing English language learning among students in an English as a Foreign Language (EFL) context. The research aims to examine how semantic knowledge contributes to learners’ vocabulary development, comprehension, and overall communicative competence. A qualitative research design was employed, involving undergraduate students as participants. Data were collected through classroom observations, semi-structured interviews, and document analysis to gain a comprehensive understanding of learners’ experiences and instructional practices. The findings reveal that the integration of semantic-based instruction significantly improves students’ ability to understand word meanings, interpret contextual language, and use vocabulary accurately in communication. Students exposed to semantic strategies, such as semantic mapping and contextual analysis, demonstrated better comprehension and retention compared to those who relied on traditional grammar-focused approaches. Additionally, the study found that semantic awareness helps learners interpret figurative language, including idioms and metaphors, more effectively. The results suggest that semantics plays a crucial role in developing not only linguistic competence but also communicative competence in English language learning. Therefore, it is recommended that educators incorporate semantic approaches into language teaching to facilitate meaningful learning and improve students’ proficiency. Future research is encouraged to explore the application of semantic instruction across different proficiency levels and educational settings.