The effect of semantic and literal translation methods versus writing tasks on vocabulary learning of Iranian male students

Learning vocabulary is an essential component in learning a second language. SLA researchers haveargued that explicit vocabulary strategy is more effective than incidental vocabulary strategy especially forlearners at the elementary proficiency level. Studies have so far shown that the translation method is an effectiveinstrument for teaching English vocabulary to ESL and EFL learners at the elementary level. However, thecurrent study investigates the effect of semantic and literal methods of translation versus writing tasks onvocabulary learning. To these aim 120 students from four classes of an English institute were randomly selectedand divided into two groups. The Control group (writing groups) learned vocabulary through traditional way;that is, through synonyms, explanations, and antonyms and so on and the experiment group (translation groups)through semantic and literal methods of translation and through L1.The results are analyzed by using spsssoftware and then the results showed that semantic and literal tasks were more effective in learning vocabularythan writing tasks.

The effect of semantic and literal translation methods versus writing tasks on vocabulary learning of Iranian male students Keywords:

semantic translation method , literal translation task , writing task , vocabulary learning