On The Effects of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Danial Shirzadi
1
(amir-mazandarani street
iran-zamin ally
nazanin apartment)
vahid ghorbani
2
(arak university)
الکلمات المفتاحية: vocabulary learning, Context, Proficiency, l1 translation, l1 gloss,
ملخص المقالة :
This paper aims at discovering and investigating the effect of l1 translation, l1 gloss andcontext on vocabulary learning on EFL Iranian learners. A total number of 120 EFL students inprivate English institutes in Sari participated in the present study. They were divided into twoproficiency groups and three learning conditions. In order to make a list of words unknown to thelearners the participants were given a list of 40 English words extracted from the passage andthey were asked to write their equivalents in l1. As a result of this examination 20 target wordswere selected to be worked on. The treatment session happened a week after the pretest.According to the results, there is relationship between effectiveness of method and proficiencylevel of the learners. Based on statistical calculations and our findings, contextual methods ofvocabulary learning is best appropriate for high proficiency learners and translation methods bestsuited low proficiency group.
Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension
and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3),
199–226.
Al-Jabri, S. (2009). The effects of L1 and L2 glosses on vocabulary retention and recalling ideas
by Saudi students. Umm Al-Qura University, Journal of Social Sciences, 1(1), 11-27.
Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language
Learning, 52(2), 323-363.
Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary: All contexts are not
created equal. Elementary School Journal, 83, 177–181.
Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for
pedagogy. Cambridge: Cambridge University Press.
Camo, A. C. (2014). The effects of using L1 translation on young learners` L2 vocabulary
learning. Unpublished MA Dissertation Treball De Fi De Grau. Universitat Autonoma de
Barcelona.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition.
The Modern Language Journal, 80(2), 183–198.
Cook, V. J. (2003). Effects of the Second Language on the First. Clevedon: Multilingual Matters
Cunningham, A.E. (1997). Early reading acquisition and its relation to reading experience and
ability 10 years later. Developmental Psychology, 33, 934-945.
Davis, J. (1989). “Facilitating effects of marginal glosses on foreign language reading.”
ModernLanguage Journal, 73(1), 41-48.
Harmer, J. (2007). How to teach English (2nd edition). Edinburgh: Pearson Education.
Holly, F., & King, J. (1971). Vocabulary glosses in foreign language reading materials.
Language Learning, 21, 213–219.
Hulstijn, J., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced
foreign language students: The influence of marginal glosses, dictionary use, and
reoccurrence of unknown words. The Modern Language Journal, 80, 327–339.
Jacobs, G. M. (1994). What lurks in the margin: Use of vocabulary glosses as a strategy in
second language reading. Applied Linguistics, 5(1), 115-137.
Jiang, N. (2002). Form–meaning mapping in vocabulary acquisition in a second language.
Studies in Second Language Acquisition, 24(4), 617-637.
Krashen, S. D. (1989). We acquire vocabulary by reading: Additional evidence for the
InputHypothesis. Modern Language Journal, 73, 440-464.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition
research. New York, NY: Longman.
Laufer, B. ( 2005). “Focus on Form in Second Language Vocabulary Learning”. Susan H.
Foster- Cohen, Maria Pilar Garcia-Mayo and Jasone Cenoz (eds.), eurosla Yearbook 5(pp.
50-223). Amsterdam: Benjamins.
Laufer, B. ( 2006). Comparing Focus on Form and Focus on Forms in Second Language
Vocabulary Learning. Canadian Modern Language Review, 63(1,) 149-66.
Laufer, B. (2010). Form-Focused Instruction in Second Language Vocabulary Learning’.
RubénChacn-Beltrn, Christin Abello-Contesse and Maria del Mar Torreblanca-Lopez
(eds.), Insights into Non-Native Vocabulary Teaching and Learning (pp15-27). Bristol:
Multilingual Matters.
Laufer, B., & Girsai, N. (2008). Form-Focused Instruction in Second Language Vocabulary
Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics, 29(4),
694-716.
Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do
with it? RELC Journal, 28(1), 89-108.
Liu, J. (2009). L1 Use in L2 Vocabulary Learning: Facilitator or Barrier. International Education
Studies, 1, 65-69.
Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension online.
Language Learning & Technology, 1(2), 41-50.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Rowley, MA: Newbury House.
Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: CUP.
Newmark, P. (1991). About Translation. Bristol: Longdunn Press.
Pickering, M. (1982). Context free and context dependent vocabulary learning. System, 10, 79-
83.
Prince, P. (1996). Second vocabulary learning: The role of context versus translations as a
function of proficiency. Modern Language Journal, 80, 478-493.
Qian, D.D. (1996). ESL vocabulary acquisition: Contextualizationb and de contextualization.
The Canadian Modern Language Review, 53 (1), 120-142.
Richards, J, C. & Renandya, W, A. (2002). Methodology in language teaching; An anthropology
of current practice. Cambridge: Cambridge University Press.
Richards, J. C., & Rogers, T. C. (1985) Approaches and Methods in Language Teaching.
Cambridge: CUP.
Roby, W. (1991). Glosses and dictionaries in paper and Computer formats as adjunct aids to the
reading of Spanish texts by university students. Unpublished Doctoral Dissertation.
University of Kansas.
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental
vocabulary acquisition through reading. Studies in Second Language Acquisition, 21,589–
619.
Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching
Research, 12 (3): 329-363.
Taylor, A. M. (2006). The effects of CALL versus traditional L1 glosses on L2 reading
comprehension. CALICO Journal, 23(2), 309–318.
Taylor, A. M. (2009). CALL-based versus Paper-based glosses: Is there a difference in reading
comprehension? CALICO Journal, 27(1), 147–160.
Te, H. D. (1970). Translation in Language Testing. RELC Fifth Regional Seminar (Bangkok):
141-44.
Van Hell, J.G., & Candia Mahn, A.C. (1997). Keyword mnemonics versus rote rehearsal:
Learning concrete and abstract foreign words by experienced and inexperienced learners.
Language Learning, 47(3), 507-546.
Watanabe, Y. (1997). Effects of single and multiple-choice closes on incidental vocabulary
learning. JACET Bulletin, 27, 177–191.
Webb, S. (2007). Learning Word Pairs and Glossed Sentences: The effects of a Single Context
on Vocabulary Knowledge. Language Teaching Research, 11(1), 63-81.
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language
Learning & Technology, 10(3), 85–101.
