The Effect of Using the Mother Tongue on Learning Vocabulary in Elementary Levels Compared to Using Dictionary Examples free essay sample

Because of the vast dominance of vocabulary, teaching such a skill is always viewed as a main concern of language teachers. New words sometimes make students frustrated during their learning process. When facing novel words, some students may take refuge to dictionaries or ask for translation into their mother tongue. Of course the type of dictionary which students utilize differs in terms of their level of proficiency. It’s clear that as we consider lower levels, students tend to use more bilingual dictionaries. This can help them find the exact meaning instead of reading a long description of a certain word. It can be considered as a good way of mastering abstract conceptions like love, forget and so on. On the other hand consulting bilingual dictionaries or immediate translation by the teacher in the case of concrete words seems a bit problematic in the future. Such words can be best clarified through illustration, pantomimes, gestures etc. We will write a custom essay sample on The Effect of Using the Mother Tongue on Learning Vocabulary in Elementary Levels Compared to Using Dictionary Examples or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The present research intends to figure out whether translation or the use of dictionaries can help learners expand their knowledge of vocabulary skill. Statement of the Problem As a key factor over the course of language learning, vocabulary plays a vital and at the same time problematic role. In this regard, Auerbach (1993) asserted that student use of the L1 to decode and interpret L2 is an effective strategy; the value of which is not to be underestimated The point that can be conceived from such notions shed more light on the significance of vocabulary. Lia (2010) also states that â€Å"weak vocabulary knowledge often results in poor reading comprehension and low vocabulary results in problems for many middle elementary students’ reading comprehension†. As mentioned before students may deploy two ways of vocabulary learning. Some have tendency toward using dictionaries, and the others ask for immediate translation into their mother tongue. Nichols and Rupley (2004) noted that The primary strategy used for vocabulary instruction is to focus on the memorization of an arbitrary set list of words. The instructional features typically include looking up the definitions of words in the dictionary, doing some type of skill word (e. g. riting sentences, definitions, word find), and taking a test at the end of the week. (p. 56) This type of instruction has virtually no benefit for English language learning students and often those of low socioeconomic-status because they do not come to the learning situation with the necessary background (Graves, M. F. , 2006). On the other hand, some scholars have some quite different views. Hopkins (1988) claims that if the learner of a second language is encouraged to ignore his/her native language, he/ s he might well feel identity threatened. The present study deals with the problem of using either dictionary or direct translation in expanding vocabulary skill. So the case of investigation is using whether a dictionary or direct translation in elementary levels of education. Theoretical Framework This study tries to come up with the idea of picking up a more suitable way of teaching vocabulary among elementary learners of English. How the use of dictionary examples and translation into the first language affect vocabulary will be investigated. According to Luppescu and Day (1993) the accessibility of dictionary on ESL learners’ vocabulary skill had a positive effect. But as far as dictionary use is concerned, the type of dictionary available to learners has real importance. The results of Hartmann’s (1983) research revealed that more than 50% of students learned vocabulary using bilingual dictionary in their first two years of learning process. In contrast to that, some other students tended to use a monolingual dictionary assuming that such types of dictionaries provide a direct translation to the arget language. On the other hand, translation of words can be helpful in this regard. According to Tang’s (2000) study using L1 translation helps define new vocabulary items better. Translation is useful for L2 acquisition because, firstly, it uses authentic materials, secondly, it is interactive, thirdly, it is learner-centered, and finally it promotes learner autonomy (Mahmoud 2006). What has been brought up shows that both techniques are used in mastering vocabulary. So, the question that arises here is the tendency toward and selecting one of them as better. Literature Review In this part of the study, whatever in the form of research and other pieces of work about mother tongue usage and dictionary utilization as a way of vocabulary improvement in second language classes will be discussed. Laufer (1990) believed that the use of dictionary should be encouraged under some conditions. She noted that in the case of familiar words in unfamiliar contexts or sentences consulting a dictionary could be helpful. The point in her study was that the type of dictionary used in such cases is not mentioned. She also says that Consulting a dictionary during an independent reading helps readers to find the meaning of the difficult vocabulary, ascertain the meaning of the unfamiliar word based on contextual information and provide further exposure for the word in other contexts, with different collocates and constructions, by making the student think about the words in relation both to the passage being read and the dictionary. Luppescu and Day (1993) also conducted a research on the utilization of dictionaries by 293 Japanese university students studying EFL. The results of the study revealed that those who made use of dictionaries got higher scores than those who did not. The type of dictionary used according to them was a bilingual one. Marckwardt (1973) also focused on the helpfulness of dictionary usage and mentioned that Dictionaries often supply information about the language not found elsewhere. Dictionaries often supply information about grammar, usage, status, synonym discrimination, application of derivative affixes, and distinctions between spoken and written English not generally treated in textbooks, even in a rudimentary fashion (cited in Bensoussan, Sim nd Weiss, 1984: 263). The other view of teaching vocabulary in this study is translation. As Shiyab and Abdullateef (2001, p. 7) says â€Å"translation can be like medicine, which, when administered in the right dose and way, has a curative effect, and otherwise, when used injudiciously, it can also prove harmful†. By such a quote they don’t mean inference by t eachers, but they think that translation acts as â€Å"medical parlance again, anti-interference immunity and resistance† (Shiyab; Abdullateef, 2001, p. 7). From the same viewpoint by Stoddart (2000, p. ) â€Å"translation does have a place in the classroom and that its implementation can be beneficial for learners†. He also warns that â€Å"as international integration grows, translation will become more and more necessary for non-native speakers of English† (Stoddart, 2000, p. 6). Costa (1988, p. 288) stated that the extent of translation should be increased if L1 and L2 are dissimilar at elementary levels of learning. He also made a distinction between oral and written translation. As he says oral translation directly helps learners and removes barriers to learning and recognizes their difficulties which might be unnoticed. And the written translation provides an opportunity for the teachers to observe learners’ writing skill, vocabulary, and syntax and so on. Up to here the utilization of dictionary and translation and their effects on vocabulary teaching and learning have been viewed. The present study tries to round up all these researches and studies in this realm, and finds out which of them seems suitable for elementary levels of English learning. In other words, this study hopes to view such a case with a different perspective. Significance of the Study The major goal of this study is finding a more proper way between translation and dictionary usage in learning vocabulary. The significance of vocabulary as one of the bases for learning a language is not hidden to any language teacher or learner. So, pay close attention to such a fundamental and vital skill will not be a waste of time. The outcome will have positive effects for both sides of the learning process. As for the learners, it provides them with a much better way of mastering vocabulary items. The service it provides for the teachers is that they will have more self-esteem and self onfidence inside the classrooms. Objectives of the study As it has been already been mentioned, this study intends to come up with a way out of the dilemma of choosing a vocabulary translation technique or dictionary example in elementary levels of L2 learning. Just because it has a great role in L2 development, different ways of expanding and applying new lexical items can be considered as wort hy for further research. Research Questions and Hypotheses The top three research questions to be answered in this piece of work are: 1) Which one of these two techniques is more preferable by the teachers? ) Is there complete difference in the result of this study? 3) Is learners’ cultural background an effective factor to be dealt with? As far as these research questions are concerned, the following hypotheses will be driven: 1) The use of translation into students’ mother tongue doesn’t have any positive effect. 2) There is no difference in the final product between these two techniques. 3) Students’ gender is an effective factor to be considered. Method In this section, the participants of the study, materials or instruments to be used for experiment and data collection procedures will be clarified. Participants The participants of this study will be two groups of 20 Iranian students who are studying English in the same institute at elementary level. They consist of 10 males and 10 females. They’re chosen to see if the two techniques have any influence on their vocabulary leaning process. Instruments/Materials The main text book used in these elementary classes is New Interchange, Intro. This book itself consists of two more supplementary books which are Work Book and Video Activity Book. Along with their text book, they are given a story book. A pretest in the form of multiple-choice will be held to distinguish weak from strong students. For the experimental group treatment procedure will be translation into mother tongue. Treatment for the experimental group may get different forms. It can be just a single word translation or a detailed description into Persian. In the control group dictionary examples as the treatment will be utilized. Also the type of dictionary (bilingual or monolingual) required in the classroom should be mentioned. Then a post test will be held and the results will be analyzed. Data Collection Procedure A pre-test in the form of a multiple-choice one will be held in order to distinguish weak from strong students in the realm of vocabulary. Then in each of the groups, one technique will be utilized to show that if one of them is superior to the other as far as efficiency is concerned. In experimental group, treatment will be in the form of mother tongue translation. This technique can have the form of single-word translation and an explanation of the concept into Persian. In control group, the use of dictionary examples as a way of expanding vocabulary will be applied. In this group participants are required to check different characteristics of a word in a dictionary. After the instruction, participants will sit for a posttest consisting of 25 multiple-choice questions. This type of test will be held to both groups to show how much they have gained during the semester. As a result of these two posttest, two sets of scores will be obtained and the results will be analyzed. References Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. Bensoussan, M. , Sim, D. and Weiss, R. (1984). The effect of dictionary usage on EFL test performance compared with student and teacher attitudes and expectations. Reading in a Foreign Language. 2: 262-76. Costa, W. C. Traducao e ensino de linguas. In: BOHN H. I. ; VANDRESEN. P. Topicos em linguistic aplicada,: on ensino de linguas estrangeiras. Florianopolis: Ed. UFSC, 1988. p. 282- 291. Graves, M. F. (2006). Building a comprehensive vocabulary program. The NERA Journal, 42(2), 1-7. Hartmann, R. R. K (1983). The bilingual learner’s dictionary and its uses. Multilingual,2, 195-201. Hopkins, S. (1988). Use of mother tongue in teaching of English as a second language to adults. Language Issues, 2, 2, pp. 18–24. Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady amp; T. Huckin (Eds. ), Second Language Vocabulary Acquisition (pp. 20–34). New York, NY: Cambridge University Press. Laufer, B. (1990). Ease and difficulty in vocabulary learning: some teaching implications. Foreign Language Annals. 23/2: 147-55. Luppescu, S. and Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning. 43/2: 263-87. Mahmoud, A. 2006. â€Å"Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure†, English Teaching Forum 44(4): 28–33. Rupley, W. H. , Logan, J. W. , amp; Nichols, W. D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, 338-347. Shiyab, S. ; Abdullateef, M. Translation and foreign language teaching. Journal of King Saud University Language amp; Translation. Riyadh: Saudi Arabia, v. 13, n. 1, 2001. Available at: lt;http://digital. library. ksu. edu. sa/ V13M163R428. pdfgt;. Accessed on: Oct. 10 2009. Stoddart, J. Teaching through translation. British Council Journal. Lisbon, n. 11, 2000. Available at: lt;http://www. britishcouncil. rg/portugal-inenglish-2000apr-teaching-through- translation. pdfgt;. Accessed on: Sep. 7 2009. Tang, J. (2000) â€Å"An Empirical Study of the Use of the Mother Tongue in L2 Reading Class† Hong Kong Journal of Applied Linguistics 5/2: 44-59. Zhou Li-na (2010) On multi-dimensional vocabulary teaching mode for college English teaching. English Department, China Youth University for Political Sciences, Beijing 100089, China. Sino-US English Teaching, ISSN 153 9-8072, USA. Appendices [INSERT COMPLETE APPENDICES HERE] Appendix 1: Pre-test Appendix 2: Posttest