Contextual Diachronic Semantic Framework: Advancing Literary Analysis and Pedagogy through the Semantic Study of Shirley Jackson’s “The Lottery”

Background/purpose. The persistent risk of semantic anachronism challenges both literary interpretation and pedagogy, as modern readers frequently impose contemporary meanings onto historically charged vocabulary. This study introduces the Contextual Diachronic Semantic Framework (CDSF), a five-layered analytical model designed to trace the evolution of word meaning over time. The primary aim is to demonstrate how CDSF uncovers semantic complexity and prevents misreading in canonical literature, while offering practical applications in literature instruction and critical reading. Materials/methods. The study employs a qualitative, text-centered methodology, applying the CDSF to five lexical items in Shirley Jackson’s The Lottery: “lottery,” “village,” “tradition,” “black box,” and “stones.” The five analytic layers—Etymological Trajectory Analysis, Diachronic Semantic Mapping, Contextual Literary Function, Cultural-Hermeneutic Embedding, and Interpretive Reconstruction—draw from historical dictionaries, linguistic corpora, literary criticism, and classroom pedagogy. Educational implications were derived by aligning findings with strategies for teaching vocabulary and symbolic language. Results. Findings reveal that each term operates as a site of historical memory, cultural critique, and thematic irony. The CDSF allows for context-sensitive interpretation, helping both scholars and students decode deeper meanings. In pedagogical terms, the framework provides a replicable tool for guiding learners beyond surface-level readings toward historically grounded literary analysis. Conclusion. The CDSF is a rigorous, interdisciplinary model that enhances scholarly interpretation and supports literature instruction. It promotes critical reading, prevents semantic misinterpretation, and equips teachers with a research-informed strategy for fostering historical empathy and interpretive depth in the classroom.