Teaching vocabulary through the translation of L1 and its effects on young learners' L2 vocabulary learning

The role of L1 translation in L2 vocabulary acquisition has always been a controversial topic among many researchers and scholars. According to some of them, L1 translation enables learners to acquire L2 vocabulary items easily. On the other hand, others are in the opinion that L1 translation hinders learners' acquisition of L2 vocabulary items; therefore, it should be excluded from lessons. Many studies have examined the different L1s based on L2 vocabulary acquisition; however, very few studies have been conducted on this subject in the Turkish context. Therefore, this study aims at investigating the role of L1 translation on young learners' L2 vocabulary retention in terms of listening to recognize pronunciation and meaning. In accordance with this aim, the study utilized both qualitative and quantitative research methods. For the study, 60 fifth-grade students studying at a secondary school in Ağrı were recruited at the beginning of the school year; however, this number reduced to 48 due to some students' health problems and absence. There were 21 students in the experimental group, whereas 27 students took part in the control group. In order to collect the data, 20 unfamiliar English words were determined from the story 'The Tale of Peter Rabbit' written by Potter (1902). While the control group was instructed only in English, the determined words were provided with L1 equivalents as well as L2 to the experimental group. Since this study was post-test only group design study, the quantitative data was collected through post- and delayed post-tests. On the other hand, the qualitative data was collected through semi-structured interviews to find out the experimental group students' views regarding L1 translation in L2 vocabulary teaching and learning activities. The results obtained from post- and delayed post-tests showed that there were no statistically significant differences between the mean scores of both groups, which means that the groups were equal to each other. In other words, L1 translation did not have an impact upon L2 vocabulary retention. As for the interviews, 4 questions were posed to 10 experimental group students individually. According to most of the participants' views, L1 translation was effective in the L2 vocabulary acquisition in terms of better learning and comprehending easily.