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TITLE:
The impact of the translation method in vocabulary teaching to bilingual EFL young learners - TFM:656
Handle: https://hdl.handle.net/20.500.11797/TFM656

Student:Cugusi, Laura
Language:Anglès
Title in original language:The impact of the translation method in vocabulary teaching to bilingual EFL young learners
Title in different languages:The impact of the translation method in vocabulary teaching to bilingual EFL young learners
Keywords:vocabulary learning; L1 use; translation; young learners.
Subject:Ciències de l'educació
Abstract:Although it is correct to maintain individual space for each language, it is also essential to explore alternative strategies. The aim of this study is to explore the relationship between the use of L1 or La + Lα (Language A and Language Alpha in case of bilingual students learning English as Foreign Language) and students’ ability to recall and retain the meaning of words that they learn. Specifically, the purpose of this paper is to determine the effectiveness of the translation method (using both native languages) in teaching vocabulary to elementary level EFL learners in the second year of Primary School. The results show that, during the L2 vocabulary-teaching process, the proper application of L1 can effectively expedite the memorization of new words. Among the researchers who present their arguments in favour of using translation in the classroom, we can find Cook (2011). In the present work, the translation method has been overall successful. A total of 46 young learners took part in this study: 24 of them were in the experiment group who were taught English language using L1 (or La plus Lα in case of bilingual students) translations during the term, and the other 22 students were in the control group who continued learning English using the English language exclusively. A pre-test and a post-test were done orally to the two groups; both consisted of 20 questions. The results indicated that there was a difference between the results of the experiment and the control group after 2-week treatment, in favour of the experiment group. Alongside, an inquest has been done to 19 EFL teachers in the form of questionnaire, to investigate their beliefs about the use of L1 in teaching L2 and the general benefits that a bilingual approach may affect young learners' learning of L2.
Project director:Oltra Massuet, Isabel
Work's codirector:Hryckiewicz De Apellániz, Olga
Department:Estudis Anglesos i Alemanys
Education area(s):Ensenyament i Adquisició de l'Anglès com a Llengua Estrangera / Segona Llengua
Entity:Universitat Rovira i Virgili (URV)
TFM credits:11
Work's public defense date:2021-06-22
Academic year:2020-2021
Confidenciality:No
Subject areas:Education sciences
Creation date in repository:2021-07-06
Access Rights:info:eu-repo/semantics/openAccess
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