Measuring the impact of translation on the accuracy and fluency of vocabulary acquisition of English

HighlightsWe study how translation affects ESL vocabulary learning.A reading tutor using language technologies measures each student's learning.Use of translation increases the retrieval time of L2 lexical items.Excessive use of translation decreases long-term retention of L2 lexical items. This article assesses the impact of translation on the acquisition of vocabulary for higher-intermediate level students of English for Speakers of Other Languages (ESOL). The use of translation is a relevant issue in the research of Second Language (L2) acquisition and different authors provide arguments on both sides of the issue. Language technologies serve this issue in both the usability of automatic translation and the automatic detection of lexical phenomena. This paper will explore translation as it affects the acquisition of new words in context when students are given real texts retrieved from the Internet in a web-based interface. The students can instantly obtain the dictionary definition of a word and its translation to their native language. This platform can accurately measure how much each student relies on translation and compare this to their accuracy and fluency on a lexical retrieval task using words seen in the texts. Results show that abundant use of translation may increase accuracy in the short term, but in the longer term, it negatively affects accuracy and possibly fluency. However, students who use translation in moderation seem to benefit the most in this lexical task. This paper provides a focused and precise way to measure the relevant variables for each individual student, and new findings that contribute to our understanding of the impact of the use of translation in language learning.

[1]  Lee B. Abraham.  Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis , 2008 .

[2]  Caroline A. Grace.  Retention of Word Meanings Inferred from Context and Sentence‐Level Translations: Implications for the Design of Beginning‐Level CALL Software , 1998 .

[3]  Guy Cook,et al.  Translation in Language Teaching: An Argument for Reassessment , 2010 .

[4]  Elizabeth Walter,et al.  Cambridge advanced learner's dictionary , 2005 .

[5]  B. Laufer,et al.  Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation , 2008 .

[6]  P. Prince.  Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency , 1996 .

[7]  Maxine Eskenazi,et al.  STUDENT, TEXT AND CURRICULUM MODELING FOR READER-SPECIFIC DOCUMENT RETRIEVAL , 2005 .

[8]  Henry Sweet,et al.  The Practical Study of Languages: A Guide for Teachers and Learners. Language and Language Learning [Series], Number 1. , 1964 .

[9]  S. Krashen.  Second Language Acquisition and Second Language Learning , 1988 .

[10]  Judith F. Kroll,et al.  Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations , 2008 .

[11]  Kevyn Collins-Thompson,et al.  An Analysis of Statistical Models and Features for Reading Difficulty Prediction , 2008, ACL 2008.

[12]  Le Zhao,et al.  Retrieval of Reading Materials for Vocabulary and Reading Practice , 2008 .

[13]  Maxine Eskénazi,et al.  Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation , 2007, AIED.

[14]  Marlise Horst,et al.  EXPANDING ACADEMIC VOCABULARY WITH AN INTERACTIVE ON-LINE DATABASE , 2005 .

[15]  Averil Coxhead.  A New Academic Word List , 2000 .

[16]  Gerhard J. Stieglitz.  The Berlitz Method , 1955 .

[17]  Robert C. Gardner,et al.  Attitudes and Motivation , 1988, Annual Review of Applied Linguistics.

[18]  Batia Laufer,et al.  What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does It Affect Word Retention , 2000 .

[19]  Maxine Eskénazi,et al.  Impact of Word Sense Disambiguation on Ordering Dictionary Definitions in Vocabulary Learning Tutors , 2011, FLAIRS Conference.

[20]  W. Lambert,et al.  Attitudes and Motivation in Second-Language Learning , 1972 .

[21]  Ronald Sheen,et al.  THE ADVANTAGE OF EXPLOITING CONTRASTIVE ANALYSIS IN TEACHING AND LEARNING A FOREIGN LANGUAGE , 1996 .

[22]  Maxine Eskénazi,et al.  Classroom success of an intelligent tutoring system for lexical practice and reading comprehension , 2006, INTERSPEECH.

[23]  Maxine Eskénazi,et al.  Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning , 2011, AIED.

[24]  Albert T. Corbett,et al.  Cognitive Tutor: Applied research in mathematics education , 2007, Psychonomic bulletin & review.

[25]  J. Hulstijn,et al.  Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words , 1996 .

[26]  Jan H. Hulstijn,et al.  The Common European Framework of Reference for Languages: A challenge for applied linguistics , 2014 .

[27]  Philip Geer.  GRE Verbal Workbook , 2011 .

[28]  H. H. Stern,et al.  语言教学的基本概念 = Fundamental concepts of language teaching , 1983 .

[29]  James J. Asher,et al.  Learning Another Language Through Actions: The Complete Teacher's Guidebook , 1988 .

[30]  Maxine Eskenazi,et al.  Multimodal learning of words : A study on the use of speech synthesis to reinforce written text in L 2 language learning , 2010 .

[31]  V. Cook.  Using the First Language in the Classroom , 2001 .

[32]  Nan Jiang,et al.  Lexical representation and development in a second language , 2000 .

[33]  G. Levine.  Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study , 2003 .

[34]  Batia Laufer,et al.  The development of passive and active vocabulary in a second language : Same or different ? , 1998 .