The Concept of Semantic Mapping

Broomley (1992:218) explains that a semantic map or web is a graphic representation of categories of information and their relationship to each other.

While Rubin (1993:79) states that:

Semantic mapping is a technique for organizing information: it helps to give structure or order. It helps people to see the relationship among concepts, and it shows the various ways that information can be organized and categorized in more general or more specific categories.

Furthermore, Gunning (1992:162) more clearly defines that mapping or webbing is a way of organizing information graphically according to categories. It can be used for concepts, vocabulary, topics and background. It also may be used as a study device to track the plot and character development of a story or as a prewriting exercise.

In relation to vocabulary development, the instructional sequence of semantic mapping is as follows: (1) Select a word central to the topic, (2) Display the target word. Put the word in a circle in the middle of the board, (3) Invite the students to generate as many words as possible that relate to the target word. Ask students to brainstorm and think of the ideas that come to their head when they think of the word. Record the words on a chart or on the blackboard, (4) Have the students write the generated words in categories. After all the brainstorming has taken place, discuss how the information could be placed into categories, (5) Have the students label the categories. Label and add extra information to each category, (6) From this list, construct a map, (7) Lead the class in a discussion that focuses on identifying meanings and uses of words, clarifying ideas, highlighting major conclusions, identifying key elements, expanding ideas and summarizing information (Masters, Mori & Mori: 1993) cited in Fatima (2004)

Semantic mapping may be presented in a variety of ways. Johnson and Pearson (1984) cited in Gunning (1992:164) state that the procedures for presenting semantic mapping are as follows:

1. Introduce the concept, term or topic to be mapped. Write the key word for it on the chalkboard, overhead transparency or chart paper.
2. Brainstorm. Ask students to tell what other words come to mind when they think of the key word. Encourage them to volunteer as many words as they can. This may be done orally or students may write their list and share them
3. Group the words by category, discussing why certain ones go together. If the new words that you planned to teach are not suggested, present them and discuss them. Encourage students to supply category names.
4. Create the class map and put it on a large sheet of paper so that the class can refer to it and add it.
5. Once the map has been finished, discuss it. Encourage the students to add items to   already established categories or to suggest new categories.
6. Extend the map. As students discover, through further reading, additional new words related to the topic or key word, add these to the chart