Meaning Recall and Retention: The Impact of the Translation Method on Elementary Level Learners’ Vocabulary Learning

Abstract

Whilst the communicative approach advocates the use of the target language and implicit/incidental learning in vocabulary teaching, recent literature suggests that there is a need for these methods to be reconsidered. This is motivated by studies which suggest that for effective vocabulary learning process to occur explicit learning should be complemented with implicit learning. Given this, a study was conducted to investigate the effectiveness of the translation method in teaching vocabulary to elementary level ESL learners in Form 4. The translation method is used in the study because it uses the learners’ L1 as the medium of instruction and it involves explicit learning. The findings of the study reveal that the translation method has a positive impact on learners’ recall and retention of the meaning of words that they learned. Recommendations are made in the paper for the incorporation of this method in the Malaysian English language syllabus and its implementation in English language classrooms, in particular, in teaching vocabulary to elementary level learners.