Applying Semantic Theory Framework to Teaching Vocabulary of English for Medical Purposes at Vietnam Military Medical University

This study explores the application of semantic theory in teaching vocabulary of English for medical purposes (ESP-Med) at Vietnam Military Medical University (VMMU). The objective is to enhance vocabulary acquisition through innovative teaching methodologies. A survey of 297 students and 14 instructors was conducted to assess current teaching practices and their effectiveness. Based on the collected data, the study applies three semantic approaches proposed by Daniël & Panos (2028): Referential Approach, Relational Approach, and Denotational Approach. These approaches are integrated into teaching practices to promote contextual learning, lexical associations, and semantic mapping, thereby improving vocabulary retention and comprehension. The findings reveal that the systematic application of semantic theory significantly enhances students' ability to retain and use medical vocabulary. A comparison between the experimental and control groups demonstrates that these approaches facilitate long-term memory retention and the effective use of specialized terminology. Several challenges are identified, including limited instructional time, inadequate vocabulary learning strategies, and students' reliance on rote memorization rather than active learning. Additionally, the study underscores the importance of adopting teaching methods that align with academic and professional needs. The incorporation of multimodal learning tools such as interactive exercises, real-life scenarios, and visual aids further supports vocabulary acquisition. The research also recommends integrating digital technologies, including artificial intelligence, adaptive learning systems, and virtual simulations, to optimize teaching and learning outcomes. These findings contribute to enhancing ESP-Med instruction, ultimately improving students’ academic and professional competencies in the military and medical fields.