Abstract

This study was an attempt to investigate the effect of translation versus discussion classes on vocabulary learning of Iranian intermediate English learners and compare the results with the traditional method of teaching vocabulary in English classes. To conduct such a survey, two groups of intermediate participants were chosen at the Language Center of Bagher Ol Olum University. Each group contained 25 students. The first group received translation as treatment. A few reading passages were chosen to be read and translated into students mother tongue. The second group received discussion as treatment. The content of the reading passages mentioned above were changed into a list of questions answering them required students to be involved in a process of discussion. Prior to the treatment, both groups were given a pretest that contained 50 vocabulary tests to make sure the intended vocabulary items are nor known to them. Having received the treatment, the groups were again tested to determine the effect of various forms of treatment on their vocabulary learning. The results revealed that translation or discussion sessions do not prove to have a more promising impact on vocabulary learning of participants. Having applied the treatment, the researcher gave the participants a post-test to figure out the extent to which the various forms of treatments have been influential in assisting the learners to internalize the intended vocabulary items. The results revealed that the discussion does not have more considerable effect on vocabulary learning than teaching vocabulary items through translation.

Key words: vocabulary learning, discussion, translation, vocabulary learning strategy, interaction

Table of contents

Table of contents:. II

List of Tables. IV

List of graphs. V

Abstract. VI

Acknowledgments. VII

Chapter One Introduction.. 1

1.1 Overview... 1

1.2. Statement of the problem... 5

1.3. Significance of the study.. 6

1.4. Research Questions. 7

1.5 Research Hypotheses. 7

1.6 Operational definition of key terms. 7

1.7. Delimitations. 8

Chapter Two Review of literature. 9

2.1. Significance of vocabulary.. 9

2.2. Various categories of vocabulary items. 10

2.3. What knowing a word means. 10

2.4. Teaching vocabulary.. 12

2.5. Vocabulary learning strategies. 15

2.5.1. Implicit versus explicit teaching. 15

2.5.2. Implicit Learning of Vocabulary.. 16

2.5.3. Explicit Teaching of Vocabulary.. 17

2.6. Vocabulary and translation.. 18

2.7. Vocabulary and interaction.. 21

Chapter Three Methodology.. 24

3.1 Introduction.. 24

3.2 Research design.. 24

3.3 Subjects. 25

3.4 Materials. 26

3.4.1. Teaching material26

3.4.1.1. Translation material26

3.4.1.2. Discussion material27

3.4.2. Testing material28

3.5. Procedure. 31

3.5.1. Teaching procedure. 32

3.5.1.1. Discussion group.. 32

3.5.1.2 .Translation group.. 33

3.5.2. Testing procedure. 33

3.6. Data analysis. 34

Chapter Four Results. 37

4.1. Introduction.. 37

4.2. Testing Normality of the Translation Group.. 37

4.2.1. Skewness. 37

4.2.2. K-S.. 39

4.2.3. Normal Q-Q plot. 40

4.3. Testing Normality of the Discussion Group.. 41

4.3.1. Skewness. 41

4.3.2. K-S.. 42

4.3.3 Normal Q-Q plot. 43

4.4. Testing Hypotheses. 44

Chapter Five Conclusion and Discussion.. 44

5.1 Introduction.. 46

5.2. Discussion of findings. 46

5.2.1. Findings related to the hypothesis. 47

5.3. Implications. 48

5.3.1. Implications for teachers and learners. 49

5.3.2. Implications for syllabus designers and material developers. 49

5.4. Suggestions for further research.. 50

5.5 Limitations. 51

References:. 52