چکیده:
Due to the fact that all language learners and teachers are aware of the fact that
acquiring a second language involves a learning of the large number of vocabulary
items, investigating how vocabulary is learned and what the best ways are to enhance
effective acquisition have been important lines of investigation in the field of second
language acquisition (SLA). The present study intended to compare the effect of
enhancing the quality of vocabulary acquisition by reading, writing, and translation
tasks with different degrees of involvement load. To this end, 60 intermediate third
grade junior high school students were randomly assigned to four groups. In each
group a task with a different level of involvement, including two different reading
tasks, a writing task, and a translation task was instructed over a six-month period.
The results of the descriptive statistics and one-way ANOVA revealed that the group
with the highest involvement load task outperformed the other groups in terms of
vocabulary acquisition, but the translation task even led to a greater performance in
the post-test. These unique findings shed some light on the importance and the
practicality of translation tasks in ESL contexts.
خلاصه ماشینی:
</H1> Translation Tasks Samaneh Yazdani* PhD Candidate, Islamic Azad University Abstract Due to the fact that all language learners and teachers are aware of the fact that acquiring a second language involves a learning of the large number of vocabulary items, investigating how vocabulary is learned and what the best ways are to enhance effective acquisition have been important lines of investigation in the field of second language acquisition (SLA).
The present study intended to compare the effect of enhancing the quality of vocabulary acquisition by reading, writing, and translation tasks with different degrees of involvement load.
1. Do intermediate third grade junior high school students who assigned to reading, writing and translation tasks with different involvement loads reveal differential gains in vocabulary learning on the short-term word retention tests?
2. Do intermediate third grade junior high school students who assigned to reading, writing, and translation tasks with different involvement loads reveal differential gains in vocabulary learning on the long-term word retention tests?
Results and Discussion</H1> As the descriptive statistics in Table 1 show, the participants who were assigned to reading, writing and translation tasks with different involvement loads had differential gains in vocabulary learning on the short-term word retention tests.
Accordingly, reading, writing, and translation tasks with different involvement loads have statistically significant effects on the vocabulary learning in the short-term vocabulary retention tests.
Therefore, reading, writing, and translation tasks with different involvement loads have statistically significant effects on the vocabulary learning in the long-term vocabulary retention tests.