چکیده:
This study was conducted to compare the impact of two vocabulary learning techniques، namely context learning and translation learning، on vocabulary recall of sixty pre-university Iranian learners of English as a foreign language. They were divided into two groups of high and low proficient. In regard to two vocabulary learning conditions، each group was divided into two subgroups of fifteen. The data were collected using two types of tests، translation and fill-in-the-blank. The result revealed that the students' proficiency affects their recall. It also revealed that low proficient learners did well when translation learning was followed by translation recall test. However، they could not transfer their vocabulary knowledge to a new context. In other words، they did not perform well enough when translation learning was followed by context recall test. The high proficient group، on the other hand، had a better performance on the context recall test.
خلاصه ماشینی:
com Abstract This study was conducted to compare the impact of two vocabulary learning techniques, namely context learning and translation learning, on vocabulary recall of sixty pre- university Iranian learners of English as a foreign language.
On the "theoretical level", the study of how the students learn vocabulary items can help us with understanding language acquisition.
To clear the path, the present study tries to investigate the advantages and disadvantages of translation and context vocabulary leaning and their effects on the students' recall.
In this study conducted on 48 EFL students, a recall experiment was performed to determine the relative advantages and disadvantages of context learning and translation learning as a function of learner proficiency.
However, the results of a study conducted by Sanaoui (1995) shows that the learners' level of proficiency does not affect their vocabulary recall.
The students' proficiency level was determined using Nelson English Language Test (Fowler & Coe, 1976) which was given shortly before the experiment.
5. Discussion The first research question concerned the effectiveness of vocabulary learning condition in the students' retention of the meaning of the English words.
One might question this idea on the ground that if the students try to activate their L1 semantic system, why not performing well in the translation recall test following the context learning condition.
In explaining the superiority of one vocabulary learning strategy over another, many researchers (Hulstijn, 1992; Paribakht & Wesche, 1997) suggest that the more effective strategy requires a deeper level of processing of the new words than the other strategy.