The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]

Many researchers examined the role and importance of vocabulary in language teaching and learning. For example, laufer (2006, 2010), Nation (2001) and Qian (1996) are some of the researchers who work on the role of vocabulary, context and translation. This paper aims at discovering and investigatin...

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Autores principales:	Vahid Ghorbani, Danial Shirzadi
Formato:	article
Lenguaje:	AR EN FA
Publicado:	International E-Research Foundation (Bonyan Pouya Pajooh Andisheh Institute) 2019
Materias:	l1 Translation l1 Gloss Context Proficiency Vocabulary Learning Language and Literature P
Acceso en línea:	https://doaj.org/article/de557c88555e49c390a2550c93e63f79
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spelling	oai:doaj.org-article:de557c88555e49c390a2550c93e63f792021-12-02T08:18:10ZThe role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]10.22034/jltll.v2i2.312645-3428https://doaj.org/article/de557c88555e49c390a2550c93e63f792019-09-01T00:00:00Zhttp://jltll.ierf.ir/index.php/home/article/view/31https://doaj.org/toc/2645-3428 Many researchers examined the role and importance of vocabulary in language teaching and learning. For example, laufer (2006, 2010), Nation (2001) and Qian (1996) are some of the researchers who work on the role of vocabulary, context and translation. This paper aims at discovering and investigating the effect of L1 translation, L1 gloss and context on vocabulary learning on EFL Iranian learners. A total number of 120 EFL students in private English institutes in Sari participated in the present study. They were divided into two proficiency groups and three learning contexts. In order to make a list of words unknown to the learners the participants were given a list of 40 English words extracted from the passage and they were asked to write their equivalents in L1. As a result of this examination 20 target words were 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 proficiency level of the learners. Based on statistical calculations and our findings, contextual methods of vocabulary learning is best appropriate for high proficiency learners and translation methods best suited low proficiency group. This study can be of high value for language teachers especially in public schools because they can use translation techniques for weak students and contexts along with gloss for students with higher level of English proficiency. This study can be useful for institute and private institutes too because language teachers can also use translation and context to improve the word knowledge of their students. Vahid GhorbaniDanial ShirzadiInternational E-Research Foundation (Bonyan Pouya Pajooh Andisheh Institute)articlel1 Translationl1 GlossContextProficiencyVocabulary LearningLanguage and LiteraturePARENFAآموزش زبان، ادبیات و زبانشناسی, Vol 2, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	AR EN FA
topic	l1 Translation l1 Gloss Context Proficiency Vocabulary Learning Language and Literature P
spellingShingle	l1 Translation l1 Gloss Context Proficiency Vocabulary Learning Language and Literature P Vahid Ghorbani Danial Shirzadi The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
description	Many researchers examined the role and importance of vocabulary in language teaching and learning. For example, laufer (2006, 2010), Nation (2001) and Qian (1996) are some of the researchers who work on the role of vocabulary, context and translation. This paper aims at discovering and investigating the effect of L1 translation, L1 gloss and context on vocabulary learning on EFL Iranian learners. A total number of 120 EFL students in private English institutes in Sari participated in the present study. They were divided into two proficiency groups and three learning contexts. In order to make a list of words unknown to the learners the participants were given a list of 40 English words extracted from the passage and they were asked to write their equivalents in L1. As a result of this examination 20 target words were 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 proficiency level of the learners. Based on statistical calculations and our findings, contextual methods of vocabulary learning is best appropriate for high proficiency learners and translation methods best suited low proficiency group. This study can be of high value for language teachers especially in public schools because they can use translation techniques for weak students and contexts along with gloss for students with higher level of English proficiency. This study can be useful for institute and private institutes too because language teachers can also use translation and context to improve the word knowledge of their students.
format	article
author	Vahid Ghorbani Danial Shirzadi
author_facet	Vahid Ghorbani Danial Shirzadi
author_sort	Vahid Ghorbani
title	The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
title_short	The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
title_full	The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
title_fullStr	The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
title_full_unstemmed	The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]
title_sort	role of literal translation, l1 glosses and context, applied in reading comprehension, on iranian efl learners vocabulary learning: the case of different proficiencies. [in english]
publisher	International E-Research Foundation (Bonyan Pouya Pajooh Andisheh Institute)
publishDate	2019
url	https://doaj.org/article/de557c88555e49c390a2550c93e63f79
work_keys_str_mv	AT vahidghorbani theroleofliteraltranslationl1glossesandcontextappliedinreadingcomprehensiononiranianefllearnersvocabularylearningthecaseofdifferentproficienciesinenglish AT danialshirzadi theroleofliteraltranslationl1glossesandcontextappliedinreadingcomprehensiononiranianefllearnersvocabularylearningthecaseofdifferentproficienciesinenglish AT vahidghorbani roleofliteraltranslationl1glossesandcontextappliedinreadingcomprehensiononiranianefllearnersvocabularylearningthecaseofdifferentproficienciesinenglish AT danialshirzadi roleofliteraltranslationl1glossesandcontextappliedinreadingcomprehensiononiranianefllearnersvocabularylearningthecaseofdifferentproficienciesinenglish
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The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. [In English]

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