SIMON SAYS IT SHOULD BE CONTEXTUAL: VOCABULARY TEACHING DURING TRANSLATION STUDIES COURSES

Year 2017, Issue: 37, 45 - 54, 22.06.2017

Bahadır Cahit Tosun

https://doi.org/10.21497/sefad.328222

Abstract

Context in vocabulary teaching is one of the major
factors that help language learners grasp the meaning and then internalize it.
Accordingly, Contextual Vocabulary Teaching (CVT) is necessary both for foreign
language teaching and constructivist translation studies courses as well. Yet,
there are few if any quantitative studies in the literature that consolidate
both CVT and constructivist translation studies courses. Therefore, the aim of
the current study was to make a contribution to the literature via investigating
the significance of the contextual vocabulary teaching in constructivist
translation studies courses in terms of students’ perspective and their
achievement scores. The participants of the study comprised the third-year
students of the English Language and Literature Department of a state
University. A case specific questionnaire developed for the present study was
submitted to the third-year students in Advanced Translation I course and, then
their attitudes were juxtaposed with their achievement scores. Despite the
non-existent correlation between the students’ attitudes towards CVT and their
achievement scores, and the lack of previous findings in the literature which
is necessary to evaluate the present one, both their attitudes and achievement
scores indicated that CVT during constructivist translation studies courses
would provide new benefits for the interest of foreign language teaching.

Keywords

Contextual vocabulary teaching, translation studies, foreign language teaching, attitude scale

SIMON DER Kİ BAĞLAMSAL OLMALI: ÇEVİRİ ÇALIŞMALARI DERSLERİNDE KELİME ÖĞRETİMİ

Abstract

Bağlam
sözcük öğretiminde öğrencinin anlamı kavramasını ve içselleştirmesini sağlayan
başlıca faktörlerden biridir. Böylece, bağlamsal sözcük öğretimi hem yabancı
dil öğretimi hem de yapılandırmacı çeviri çalışmaları dersleri için önemlidir.
Kaldı ki alan-yazında hem bağlamsal sözcük öğretimini hem de yapılandırmacı
çeviri çalışmaları derslerini birleştiren niceliksel çalışmalar yok denecek
kadar azdır. Böylelikle, mevcut çalışmanın amacı yapılandırmacı çeviri
çalışmaları derslerinde bağlamsal sözcük öğretiminin önemini öğrencilerin
perspektiflerinden ve başarı puanları açısından araştırarak alan-yazına katkıda
bulunmak olmuştur. Çalışmanın katılımcıları bir devlet üniversitesinin İngiliz
Dili ve Edebiyatı Bölümünün üçüncü sınıf öğrencilerinden oluşmuştur. Mevcut
çalışmaya özel geliştirilmiş vakaya özgü bir ölçek, İleri Çeviri Çalışmaları I
adlı derste üçüncü sınıf öğrencilerine dağıtılmış ve ardından tutumları başarı
puanları ile karşılaştırılmıştır. Öğrencilerin bağlamsal sözcük öğretimi
hakkındaki tutumları ve başarı puanları arasında mevcut olmayan korelasyona ve
alan-yazında mevcut çalışmayı değerlendirmek için gerekli olan önceki
çalışmaların eksikliğine rağmen hem tutumları hem de başarı puanları
yapılandırmacı çeviri çalışmaları dersleri esnasında bağlamsal sözcük
öğretiminin yabancı dil öğretimi açısından yeni faydalar sağlayabileceğini
işaret etmektedir.

Keywords

Bağlamsal sözcük öğretimi, yapılandırmacı çeviri çalışmaları, yabancı dil öğretimi, tutum ölçeği

References

• BARCROFT, Joe (2009). ‘Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading’. TESOL Quaterly, 43 (1): 79-103. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/j.1545-7249.2009.tb00228.x/abstract [02.02.2017].
• BAUMANN, James F. & EDWARDS, Elizabeth Carr et al. (2003). ‘Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings’. American Educational Research Association, 40 (2): 447-494. Retrieved from http://www.jstor.org/stable/3699395 [02.02.2017].
• BLACHOWICZ, Camille L.Z. & FISHER, Peter (2008). Attentional Vocabulary Instruction: Read-Alouds, Word Play, And Other Motivating Strategies For Fostering Informal Word Learning. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 51-74). Newark, USA: International Literacy Association.
• BLACHOWICZ, Camille L.Z. & FISHER, Peter et al. (2006). ‘Vocabulary: Questions from the classroom’. Reading Research Quarterly, 41 (4): 524-539. Retrieved from http://www.researchgate.net/publication/237972988_Vocabulary_Questions_From_the_Classroom [02.02.2017].
• BRAVO, Marco. A. & CERVETTI, Gina N. (2008). Teaching Vocabulary Through Text And Experience In Content Areas. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 1-27). Newark, USA: International Literacy Association.
• BROWN, James Dean (2011). Likert items and scales of measurement? 15 (1): 10-14. Retrieved from https://jalt.org/test/PDF/Brown34.pdf [02.02.2017].
• CAMERON, Lynne (2001). Teaching languages to young learners. New York, NY: Cambridge University Press.
• CARLO, Mara S. & AUGUST, Diane et al (2004). ‘Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and main stream classrooms’. Reading Research Quarterly, 39 (2): 188-215. Retrieved from http://eric.ed.gov/?id=EJ684719 [02.02.2017].
• COOK, Guy (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
• COTTERALL, Sara (1999). ‘Key variables in language learning: what do learners believe’. System, 53, 490-530. Retrieved from http://www.sciencedirect.com/science/article/pii/S0346251X99000470 [02.03.2017].
• CSIZÉR, Kata & DÖRNYEI, Zoltán (2005). ‘The internal structure of language learning motivation and its relationship with language choice and learning effort’. Modern Language Journal, 89, 19-36. Retrieved from http://www.jstor.org/stable/3588549 [02.03.2017].
• DAVIS, Kathryn. A. & SKILTON-SYLVESTER, Ellen (2004). ‘Gender and language education [Special issue]’. TESOL Quarterly, 38(3). Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tesq.2004.38.issue3/issuetoc#group3 [02.03.2017].
• ELLIS, Rod (1994). The Study of Second Language Acquisition. Oxford, England: Oxford University Press.
• FLOOD, Craig. P. (2003). Where the boys are: What’s the difference? Paper presented at the Kentucky Teaching and Learning Conference, Louisville. Retrieved from http://qap2.onlinelibrary.wiley.com/ [02.03.2017].
• FRANTZEN, D. (2003). ‘Factors Affecting How Second Language Spanish Students Derive Meaning from Context’. The Modern Language Journal, 87 (2): 168-199. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/1540-4781.00185/abstract [02.03.2017].
• GARDNER, C. Robert (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
• GENESEE, Fred & LINDHOLM-LEARY, Kathryn et al. (2006). Educating English language learners: A synthesis of research evidence. New York, NY: Cambridge University Press.
• GRAVES, Michael. F. (2008). Instruction On Individual Words: One Size Does Not Fit All. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 51-74). Newark, USA: International Literacy Association.
• KOBAYASHI, Yoko (2010). ‘The Role of Gender in Foreign Language Learning Attitudes: Japanese female students' attitudes towards English learning’. Gender and Education, 14: 2: 181-197, DOI: 10.1080/09540250220133021
• MARUOANE, Zakhir & ALEX, Gross et al. (2009). The Theories of Translation: From History to Procedures. M. Zainurrahman (Ed.). Retrieved from https://www.academia.edu/6271538/The_Theories_of_Translation_From_History_to_Procedures [02.03.2017].
• MCMAHILL, Cheiron (2001). Self-expression, gender, and community: A Japanese feminist English class. In A. Pavlenko, A. Blackledge, I. Piller, & M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender (pp. 307-344). Berlin, Germany: Mouton de Gruyter.
• MONTERO, Maribel & IMINDS, Itec Ku Leuven Kulak et al. (2014). ‘Effects of captioning on video comprehension and incidental vocabulary’. Language, Learning & Technology, 18 (1): 118-141. Retreived from http://www.crossref.org/iPage?doi=10.15446%2Fprofile.v17n1.43957 [02.03.2017].
• MORRIS, Lori & COBB, Tom (2003). ‘Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees’. Elsevier,32: 75-87. Retrieved from http://webcache.googleusercontent.com/search?q=cache:ZsFM5fE7mNMJ:lextutor.ca/cv/vp_predictor.pdf+&cd=1&hl=tr&ct=clnk&gl=tr [02.03.2017].
• NASSAJI, Hossein (2003). ‘L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationshipwith Success in L2 Lexical Inferencing’. TESOL Quarterly,37 (4): 645-670). Retrieved from http://www.jstor.org/stable/3588216 [02.04.2017].
• NASSAJI, Hossein (2006). ‘The Relationship between Depth of Vocabulary Knowledge and L2 Learners' LexicalInferencing Strategy Use and Success’. The Modern Language Journal, 90 (3): 387-401. Retrieved from https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/canadian_modern_language_review/v061/61.1nassaji.html [02.04.2017].
• NILSEN, Alleen Pace & NILSEN, Don L. F. (2003). ‘Vocabulary Development: Teaching vs. Testing’. The English Journal, 92 (3): 31-37. Retrieved from http://www.jstor.org/stable/822257?seq=1#page_scan_tab_contents [02.04.2017].
• NORTON, Bonny & PAVLENKO, Aneta (2004). Gender and English language learners. (Ed.) Alexandria, VA: TESOL. Retrieved from http://tesl-ej.org/ej31/r10.html [02.04.2017].
• OTTEN, Amanda St. Claire (2003). ‘Defining Moment: Teaching Vocabulary to Unmotivated Students’. The English Journal, 92 (6): 75-78. Retrieved from http://www.jstor.org/stable/3650539 [02.04.2017].
• OXFORD, Rebecca L & EHRMAN, Madeline (1992). ‘Second language research on individual differences’. Annual Review of Applied Linguistics, 13: 188-205. Retrieved from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2685344# [02.04.2017].
• PADAK, Nancy & NEWTON, Evangeline et al. (2008). Getting To The Root Of Word Study: Teaching Latin and Greek Word Roots In Elementary And Middle Grades. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 1-27). Newark, USA: International Literacy Association.
• PULIDO, Diana (2007). ‘The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity?’ Language Learning, 57 (1): 155–199. Retrieved from http://www.researchgate.net/publication/227538211_The_Relationship_Between_Text_Comprehension_and_Second_Language_Incidental_Vocabulary_Acquisition_A_Matter_of_Topic_Familiarity [02.04.2017].
• RESTREPO, Ramos & DARIO, Falcon (2015). ‘Incidental vocabulary learning in second language acquisition: A literature review’. PROFILE Issues in Teachers’ Professional Development, 17 (1): 157-166. Retrieved from http://dx.doi.org/10.15446/profile.v17n1.43957.
• RICHARDS, Jack C. & ROGERS, Theodore S. (2003). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
• RIEDER, Angelika (2003). Implicit and explicit learning in incidental vocabulary acquisition. Paper presented at the Eurosla Conference: Views, Edinburgh, Scotland. Retrieved from http://webcache.googleusercontent.com/search?q=cache:Zsnu5vIKgacJ:www.univie.ac.at/Anglistik/views/03_2/RIE_SGLE.PDF+&cd=2&hl=tr&ct=clnk&gl=tr [02.04.2017].
• SCOTT, Judith A. & NAGY, William E. et al. (2008). More than Nearly Words: Redefining Vocabulary Learning in a Culturally and Linguistically Diverse Society. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 182-204). Newark, USA: International Literacy Association.
• SHEN, Zhifa (2008). ‘The Roles of Depth and Breadth of Vocabulary Knowledge in EFL Reading Performance’. Asian Social Science, 4 (12): 135-137. Retrieved from http://webcache.googleusercontent.com/search?q=cache:5X_Ji_5-0xEJ:www.ccsenet.org/journal/index.php/ass/article/download/773/747+&cd=1&hl=tr&ct=clnk&gl=tr [02.04.2017].
• SKEHAN, Peter (2015). Individual differences in second and foreign language learning. Retrieved from https://www.llas.ac.uk/resources/gpg/91#toc_0 [02.04.2017].
• SMITH, Thomas B (2008). ‘Teaching Vocabulary Expeditiously: Three Keys to Improving Vocabulary Instruction’. The English Journal, 97 (4): 20-25. Retrieved from http://www.jstor.org/stable/30047242 [02.04.2017].
• SUNDERLAND, Jane (1992). ‘Gender in the EFL classroom’. ELT Journal, 46: 81–91. Retrieved from http://eltj.oxfordjournals.org/content/46/1/81.abstract [02.04.2017].
• SUNDERLAND, Jane (1994). Exploring gender: Implications for English language education. New York: Prentice Hall.
• SUNDERLAND, Jane (2000). ‘Issues of language and gender in second and foreign language education’. Language Teaching, 33: 203–223. Retrieved from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=5186676 [02.04.2017].
• TSAGARI, Dina & FLOROS, Georgios (Eds.). (2013). Translation in Language Teaching and Assessment. Newcastle upon Tyne: Cambridge Scholars Publishing.
• WENDEN, Anita L. (2014). Metacognitive Knowledge in SLA: The Neglected Variable. In Michael, B. (Ed.), Learner Contributions to Language Learning: New Directions in Research (pp. 44-64). NewYork, USA: Routlege.
• ZIMMERMAN, Barry J. & DALE, H. Schunk (2001). Self-regulated Learning and Academic Achievement. Mahwah, N.J.: Lawrence Erlbaum.
• ZIPKE, Marcy & EHRI, Linnea C. et al. (2009). ‘Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study’. Reading Research Quarterly, 44 (3): pp. 300-321. Retrieved from http://www.jstor.org/stable/25655457 [02.04.2017].
• ZUHONG, Hua (2011). Learning a Word: From Receptive to Productive Vocabulary Use. Paper presented at the The Asian Conference on Language Learning: Language Education, Osaka, Japan. Retrieved from http://webcache.googleusercontent.com/search?q=cache:K1l0uHUOPgkJ:iafor.org/archives/offprints/acll2011-offprints/ACLL2011_0102.pdf+&cd=1&hl=tr&ct=clnk&gl=tr [02.04.2017].