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From-Focused Second Language Vocabulary Learning: A Case for Translation and Dictionary Search

Akbari, Somayeh | 2012

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 43530 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Jahangard, Ali
  7. Abstract:
  8. The purpose of the study was four-fold: first to investigate the predictive adequacy of the Task-Induced Involvement Load Hypothesis which contends that higher-load inducing tasks yield better retention rates in incidental learning situations, second, to examine whether type of dictionary search could affect vocabulary retention, third, to investigate the effect of translation direction on retention rate, and finally to determine the most effective tasks. To meet these ends, six groups of EFL learners - all male, aging 19-25, majoring in various fields of engineering sciences were assigned to the study. Each one of the groups performed distinct tasks which were as follow: reading comprehension and L2 to L1 translation accompanied with a glossary, reading comprehension and L1 to L2 translation plus bilingual dictionary search, reading comprehension and L2 to L1 translation plus bilingual dictionary search, reading comprehension and sentence production plus bilingual dictionary search, reading comprehension and sentence production plus monolingual dictionary search, and reading comprehension and fill in the blanks plus monolingual dictionary search. A total of 20 unknown words were selected out of a 60-word list from the reading material prepared for participants a week prior to the beginning of the treatment phase. The immediate post-test, administered immediately after the treatment, and delayed post test which was administered after a two-week interval were used to measure the retention of the twenty target words. The results of the one-way ANOVA and post-hoc Scheffe’s tests, showed no significant difference among the participants’ performance in all task groups except for Task 1, Task 3 and Task 6 on the immediate post-test. Furthermore, no significant effect was found for dictionary type and translation direction. Lastly, translational tasks were found to be as effective as sentence production tasks
  9. Keywords:
  10. Vocabulary Learning ; Task ; Compilation ; Task-Induced Involvement Load Hypothesis ; Word Retention

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