THE ROLE OF L1 TRANSLATION IN ENGLISH VOCABULARYTEACHING AND LEARNING [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-03-13编辑:hynh1021点击率:7268
论文字数:16532论文编号:org201403101704109584语种:英语 English地区:中国价格:$ 66
关键词:L1 translationEnglish vocabulary teaching and learningshort-term retentionlong-term retentionappropriate use
摘要:Furthermore, it isimportant to test whether similar amounts of recall are maintained and more appropriate use isfound over a significantly longer time period. In addition, it would be important to probewhether L2 students of other proficiency levels would benefit more or less from L1 use thanthe advanced level of students tested here. Fields of investigation for future studies stillinclude testing whether a performance advantage is found when exposure to L2 target wordsalong with L1 translation is compared with other vocabulary learning strategies like keywordmethod, exposure to L2 glosses, etc.. Finally, additional studies might examine whether L2learning aspects other than vocabulary (e.g. grammatical features) are strengthened by L1 use.
English language proficiency level were investigated. The major findings could be summarized as three aspects. At first, the use of L1 translation could make English vocabulary teaching and learning more effective in terms of both short-term retention and long-term retention since it has been observed that the participants have better short-term retention and long-term retention when learning new vocabulary through either the combination of Chinese translation and English definition or Chinese translation as compared to learning through English definition. This confirms the positive role L1 plays in Englishlanguage teaching as suggested by many existing researches. Then, L1 translation does notseem to have an effect on learning to use English vocabulary in appropriate situation, since nosignificant differences of learners’ performances were found by comparing the treatment ofChinese translation with the treatment of English definition, and by comparing the treatmentof the combination of Chinese translation and English definition with the treatment of Englishdefinition. Furthermore, it could be found that using L1 is actually a learning strategy thatmany learners prefer although probably not many of them recognize the value of it.Meanwhile, it is found that attitudes towards and beliefs about language learning strategy maydecide on actual strategy use, and actual strategy use is positively related to learning outcome.The significance of this research in English vocabulary teaching and learning may beviewed from the following aspects. Firstly, although L1 use has not been found to play apositive role in English vocabulary teaching and learning in appropriate use, the value of L1use is still apparent in terms of English vocabulary retention. Meanwhile, a discrepancy hasbeen found to exist between the participants’ expectations and the learning strategies theyactually use. While they advocate ‘English-only’ policy, they are actually using L1 translationin their vocabulary learning. Therefore, this research could be regarded as valuable inshowing that it may be necessary for EFL teachers to make learners notice the value of L1translation besides using it in their vocabulary teaching. Secondly, in those non-Englishspeaking countries, the implementation of ‘English-only’ policy in English languageclassrooms and the decision to hire more and more native English speakers in the ELTprofession may need to be reconsidered. It may be reasonable to make use of L1 translation inEnglish language teaching and learning, but at the same time, be careful not to overuse it. Asfor the native English speakers in the ELT profession, if they are to be hired, considerationsmay be taken to give them sufficient trainings in the learners’ L1 prior to teaching. Thirdly,bilingual teaching and learning materials like bilingual textbooks and bilingual orbilingualized dictionaries may be utilized in English language teaching and learning. Fourthly,importance should be attached to language learning strategies and the training of languagelearning strategies. At the same time, it should be realized that the use of L1 translation alonemay not be enough to make language acquisition really happen. Other techniques andstrategies may also need to be used in English language teaching and learning. At the sametime, explicit instruction and incidental learning may need to be combined to exert thegreatest effect. Fifthly, it may be better for EFL teachers to choose specific teachin
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