Using translation in teaching vocabulary : a case study of an intensive ESL classroom (Record no. 20174)

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fixed length control field 02697nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211090245.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Mohsen, Ruba
Miscellaneous information Master English Language Teaching (ELT)
245 10 - TITLE STATEMENT
Title Using translation in teaching vocabulary : a case study of an intensive ESL classroom
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 140 pages
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General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. One of the debatable issues in teaching English as a second language is whether or not to employ the native language. This study investigates the use of translation as a learning strategy in teaching vocabulary in an intensive English (003) classroom at the University of Balamand. The study attempts to find answers to (1) how far do teachers use Arabic in teaching vocabulary in an ESL (English as a second language) classroom (2) what are the learners’ and the teachers’ beliefs and perceptions on the use of translation in teaching vocabulary, and (3) do the learners and the teachers of an ESL classroom prefer native-peaking or non-native-speaking teachers. My research is a qualitative study with some quantitative elements where my instruments are observations, questionnaires, interviews, and a focus group interview. The study began with a student questionnaire and an interview with the class teacher. They both revealed no use of translation in teaching vocabulary and a perception of its benefits and some drawbacks, if it was to be used. The class was observed three times before the intervention (translation use) and three times with the use of translation. The results showed that translation is not one of the learning strategies employed in teaching vocabulary in the University of Balamand. The class teacher was interviewed after the intervention with no change of perceptions and beliefs. The four intensive RCV (Reading Comprehension and Vocabulary) teachers were interviewed and the data was compared to that of the class teacher for more knowledge and insight. The findings revealed that translation is not currently a learning strategy in vocabulary teaching, but it would be applied if studies proved its benefit. A focus group interview of ten students was conducted. They totally rejected the use of translation to learn vocabulary
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=92521">http://search.shamaa.org/FullRecord?ID=92521</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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