The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety

Abstract

The use of the native language in the foreign language learning process has evoked controversy since the last century. The present research will argue for the use of translation by foreign language learners by investigating the correlation between translation equivalence as a vocabulary learning strategy, and the learners’ level of foreign language speaking anxiety. A sample of 258 Tunisian students, chosen randomly from different preparatory schools, participated in this project. Four research instruments were used to investigate this correlation: the inventory for translation as a learning strategy (ITLS), the classroom-related foreign language speaking anxiety scale (CRFLSAS), a receptive Translation Equivalence (TE) vocabulary test, and a productive TE vocabulary test. The findings revealed that the majority of the participants reported relying on their mother language to learn English vocabulary. Furthermore, a strong linear negative correlation was found between the use of this strategy, at both the receptive and productive levels, and the learners’ foreign language speaking anxiety.

The Impact of L1 Translation on Adult EFL Learners’ Depth of Vocabulary Knowledge

“…These findings substantiate Cameron (2001) and Khan (2016) studies in which they showed that L1 translation is a helpful pedagogical tool in learning foreign languages. Moreover, the results of this study correlate favorably with Liu (2008) and Boustani (2019) who demonstrated through their research projects that the mother language was significantly beneficial to the learners in learning and understanding the meanings of new words and expressions of the TL.…”

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

“…In her study upon the role of using L1 (Indonesian) interchangeably with English in explanations of present perfect tense rules and its effect on writing, Usadiati (2009) reports higher success rate (80 %) compared to when it is not used (45 %). In classes where L1 was periodically used to clarify complex terminology, vocabulary and grammar, and to give instructions, learners" overall exam scores more than doubled and their level of anxiety lessened compared to those where L1 was not permitted (Boustani, 2019;Bruen & Kelly, 2014;Miles, 2004;Teng, 2019). Thus, if L1 is not allowed, it causes insecurities and slow improvement, and when allowed, it facilitates learning as it significantly encourages higher learning performance and sense of confidence in a relaxed classroom atmosphere.…”

“…Hence, L1 has already been used in English language classes, and ESP classroom is not an exception, as it facilitates learners" understanding and provides sense of security, better comprehension and progress, higher achievement, and a positive learning atmosphere (Auerbach, 1993;Bruen & Kelly, 2017;Butzkamm, 2003;Usadiati, 2009). L1 also contributes to language skills development, metalinguistic awareness, negotiation of meaning, reduced cognitive overload, lower affective barriers such as anxiety, and higher self-confidence and self-motivation (Berning, 2016;Boustani, 2019;Bruen & Kelly, 2017;Cheng, 2015;Cuartas Alvarez, 2014;Luchini & Rosello, 2007;Usadiati, 2009). Therefore, although "the use of L1 has been gradually viewed less favorably by second language (L2) teaching theorists after the Grammar-Translation Method lost its prominent role" (Du, 2016, p.359), the interest regarding whether to include learners" L1 in teaching has gained recognition and become a persistent research topic particularly after being neglected for many years within the communicative approach beginning in 1970s.…”

Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning

“…Therefore, to be a translator who is professional in their field, one is required to have reliability, timeliness, and cost onto themselves (Robinson, 2012), and these three points can be achieved when they are well-experienced. Arranging a translation project on the students might establish their vocabulary learning and development (Boustani, 2019).…”