An Investigation of the Relationship between L1 Lexical Translation Equivalence and L2 Vocabulary Acquisition

Ahmed Masrai,James Milton

doi:10.5539/ijel.v5n2p1

Ahmed Masrai, James Milton

Open Access

https://doi.org/10.5539/ijel.v5n2p1

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Abstract

Initial vocabulary acquisition is established through mapping second language (L2) word form to the existing first language (L1) meaning. However, although raised by some research, the effect of word translation equivalence on L2 vocabulary uptake is downplayed or disregarded. This study investigates the relationship between L1 lexical translation equivalence and L2 vocabulary acquisition in an experimental setting. A total of 156 native Arabic participants were given a vocabulary test in which they had to identify whether a word was known to them and then to supply the meaning of the word in their L1 and/or L2. The findings showed that L2 words with direct Arabic translation equivalents were significantly learned than words which do not. The study also indicated a smaller word frequency effect on learning words with non-direct L1 translation equivalents.

Highlights

The literature on vocabulary acquisition considers command of an extensive vocabulary to be an indispensable condition for meaningful communication (Milton, 2009; Nation, 2001)
This study investigates the relationship between L1 lexical translation equivalence and L2 vocabulary acquisition in an experimental setting
The data were analysed to examine the effect of word frequency on vocabulary learning when L2 words do not appear to have a direct translation equivalent in learners’ L1 mental lexicon

Summary

Introduction

The literature on vocabulary acquisition considers command of an extensive vocabulary to be an indispensable condition for meaningful communication (Milton, 2009; Nation, 2001). Learners from Semitic languages, such as Arabic, for example, are inclined to focus on consonant letters in reading and find difficulty in other languages where vowels are essential Other factors, such as abstractness (Higa, 1965), part of speech (Glanzer, 1962), the semantic relatedness of words in learning materials (Erten & Tekin, 2008; Tinkham, 1993, 1997), frequency of first language (L1) translation equivalence and music during memorisation of L2 words (de Groot, 2006) and word frequency of occurrence (Kirkpatrick & Curetin, 1949; Milton, 2009; Nation, 1990, 2001; Vermeer, 2001; Willis, 2001) were found to contribute to the difficulty of L2 vocabulary learning

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