On The Effects of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies
This paper aims at discovering and investigating the effect of l1 translation, l1 gloss and context on vocabulary learning on EFL Iranian learners. A total number of 120 EFL students in private English institutes in Sari participated in the present study. They were divided into two proficiency groups and three learning conditions. In order to make a list of words unknown to the learners the participants were given a list of 40 English words extracted from the passage and they were asked to write their equivalents in l1. As a result of this examination 20 target words were selected to be worked on. The treatment session happened a week after the pretest. According to the results, there is relationship between effectiveness of method and proficiency level of the learners. Based on statistical calculations and our findings, contextual methods of vocabulary learning is best appropriate for high proficiency learners and translation methods best suited low proficiency group.
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