The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

Abstract

This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners' language proficiency. The use of native language as a semantic tool for assessing second language learners' understanding shouldn't be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It's recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.

The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

“…The L1-use group demonstrated stronger vocabulary gains as the group performance significantly improved in the immediate and delayed post-tests than the pre-test across word types with an advantage for the immediate post-test for concrete nouns and state verbs. This finding comes in line with earlier studies in support of the benefits of the L1 use in L2 vocabulary learning (e.g., Khan, 2016;Pakzadian, 2012;Tian & Macaro, 2012;Liu, 2008;Ramachandran & Abdul Rahim, 2004).…”

“…Based on earlier research highlighting the benefits of L1 use in support of L2 vocabulary learning (e.g., Khan, 2016;Pakzadian, 2012;Tian & Macaro, 2012), the current study aimed to examine the L1 use from a relatively new direction. The study examined the effect of word type (defined in terms of concrete versus abstract nouns and action versus state verbs) on the L1 benefits.…”

“…Similarly, the effect of the use of Arabic as a native language in EFL classrooms was examined by Khan (2016). The participants were all post-secondary Saudi students at the English language program preparing them for college education at a Saudi university.…”

The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

“…These findings substantiate Sieh's research (2008) in which he found that learners gain more new FL words and access them in a quick manner thanks to L1 translation equivalents. Also, the results of this research correlate favourably with Liu (2008) and Khan (2016) who demonstrated through their researches that learners were significantly helped by their mother language in learning and understanding the meanings of new words and expressions of the TL. For this reason, Laufer & Girsai (2008) pointed to the urgent need to use translation and contrastive analysis in language learning.…”

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

“…Accordingly, Khan (2016) attempted to explore the effect of L1 use on foreign language vocabulary learning among Saudi EFL learners. Findings showed evidence that learning English as foreign language is significantly promoted by the use of translation.…”