The role of translation in vocabulary acquisition: A replication study

Yıl 2015, Cilt: 1 Sayı: 1, 39 - 58, 15.03.2015

Michael John Alroe Hayo Reinders

https://doi.org/10.32601/ejal.460588

Cited By: 2

Öz

This study aimed to test the findings of earlier research indicating that EFL students could better learn
new vocabulary via translation from L1 rather than by encountering it in the context of L2 sentences.
Over one thousand Thai freshmen students were allocated to one of three groups to learn 30 unfamiliar
English words. One group studied translation pairs, a second studied the words in the context of English
sentences with graphic illustrations and the third had English sentences, illustrations and Thai
translation. After a brief delay participants were given a posttest involving gapped sentences and
translations. Results showed the students who learned via translation did not do better than the two
groups who learned contextually. The findings do not support the contention that switching to L1 in EFL
classes to introduce new vocabulary is justified. 

Anahtar Kelimeler

Contextual learning, decontextualized learning, translation pairs, vocabulary knowledge

Kaynakça

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