Version 1
: Received: 4 November 2018 / Approved: 8 November 2018 / Online: 8 November 2018 (09:48:41 CET)
Version 2
: Received: 9 November 2018 / Approved: 12 November 2018 / Online: 12 November 2018 (05:29:18 CET)
How to cite:
Boustani, K. The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability. Preprints2018, 2018110193. https://doi.org/10.20944/preprints201811.0193.v1
Boustani, K. The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability. Preprints 2018, 2018110193. https://doi.org/10.20944/preprints201811.0193.v1
Boustani, K. The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability. Preprints2018, 2018110193. https://doi.org/10.20944/preprints201811.0193.v1
APA Style
Boustani, K. (2018). The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability. Preprints. https://doi.org/10.20944/preprints201811.0193.v1
Chicago/Turabian Style
Boustani, K. 2018 "The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability" Preprints. https://doi.org/10.20944/preprints201811.0193.v1
Abstract
One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
