The impact of L1 translation on vocabulary retention and immediate recall in Persian learners of English.

Abstract

Objectives: The objective of this study is to investigate the impact of using the learners' first language (L1) as a translation tool on their foreign language vocabulary acquisition. The study aims to explore whether incorporating L1 translation activities into foreign language instruction could enhance vocabulary learning among young learners in an Iranian context. Methodology: The study follows a quantitative research design and employs a pretest-posttest control group design. The participants of the study are young learners aged between 9 and 11 years old, who are randomly assigned to two groups: the experimental group and the control group. Both groups receive the same vocabulary instruction; however, the experimental group is exposed to L1 translation activities, while the control group is not. To measure the effects of L1 translation on vocabulary learning, the researchers administer a pretest to both groups to assess their baseline vocabulary knowledge. Then, the experimental group engages in various L1 translation activities, such as translating target words from the foreign language to their native language and vice versa. On the other hand, the control group receives traditional vocabulary instruction without any L1 translation support. After a specific period of instruction, a posttest is conducted to evaluate the vocabulary learning outcomes of both groups. The posttest consists of multiple-choice and fill-in-the-blank questions to assess participants' receptive and productive vocabulary knowledge. Data and Analysis: The study finds that incorporating L1 translation activities into foreign language instruction positively affects young learners' vocabulary learning. The experimental group, which engages in L1 translation activities, outperforms the control group in terms of vocabulary acquisition. This suggests that utilizing L1 translation as a learning tool could facilitate foreign language vocabulary learning among young learners. Findings: The findings of the study reveal that incorporating L1 translation activities into foreign language instruction positively affects young learners' vocabulary learning. The experimental group, which engages in L1 translation activities, outperforms the control group in terms of vocabulary acquisition. This suggests that utilizing L1 translation as a learning tool could facilitate foreign language vocabulary learning among young learners.