Using translation in teaching vocabulary : a case study of an intensive ESL classroom

Abstract

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.