الفهرس 
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Abstract
The aim of the current study is to investigate the effectiveness of a strategy based on a semantic field theory in developing EFL vocabulary learning and functional composition among primary stage pupils. The study followed the quasi-experimental approach. The study sample consisted of sixty pupils randomly selected from fourth-year primary stage pupils at Bddeen Omar Ibn Al Khattab Primary Co op. School in Mansoura , Dakahliya Governorate. The sample was divided into two groups: the experimental group, which includes (30 ) pupils, and the control group, which also includes ( 30 ) pupils. The researcher prepared a list of the skills needed for vocabulary learning and functional composition that are appropriate for fourth-year primary pupils. To make sure they were appropriate for the same level, the skills presented to a group of jury members. The researcher applied a pre/post-test for each of the vocabulary learning and functional composition for the two groups to measure the pupils’ performance before and after applying the strategy. The experimental group was taught using the strategy based on a semantic field theory for six weeks, while the control group was taught using the traditional method. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the control group in the post-test vocabulary learning and functional composition in favor of the experimental group. This shows the effectiveness of the strategy based on a semantic field theory in developing EFL vocabulary learning and functional composition for primary stage pupils. The study recommends adopting the use of a strategy based on a semantic field theory in developing English language skills for different academic levels and other English language skills .