ERIC Number: EJ871675
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 44
Translation and Short-Term L2 Vocabulary Retention: Hindrance or Help?
Hummel, Kirsten M.
Language Teaching Research, v14 n1 p61-74 2010
This study addresses the role that active translation may have in second language (L2) vocabulary learning. Some research suggests that translation might be an effective cognitive strategy for L2 vocabulary learning. Participants were 191 native French-speaking students enrolled in a TESL (Teaching English as a Second Language) program.The study compared results across three different tasks: (1) L1 to L2 translation; (2) L2 to L1 translation; and (3) a rote-copying task. Results indicated significant short-term lexical recall following all three conditions, with no difference between the two translation conditions. However, a significant advantage was found for the rote-copying condition compared to the two translation conditions. (Contains 1 table and 1 note.)
Descriptors: Translation, Second Language Learning, Vocabulary Development, Second Language Instruction, English (Second Language), French, Native Speakers, Comparative Analysis, Task Analysis, Recall (Psychology), Language Teachers, Teacher Education, Teaching Methods, Duplication, Rote Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
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