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

Journal of Teaching English Lnaguage Studies

مقاله 1، دوره 7، شماره 1، پاییز 2018، صفحه 7-25  

نویسندگان

Danial Shirzadi ¹؛ vahid ghorbani²

¹amir-mazandarani street iran-zamin ally nazanin apartment

²arak university

چکیده

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 conditions. 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.

کلیدواژه‌ها

l1 translation؛ l1 gloss؛ context؛ Proficiency؛ vocabulary learning

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