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The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety

Faculty of Arts and Humanities, University of Manouba, Manouba 2010, Tunisia
Languages 2019, 4(1), 19; https://doi.org/10.3390/languages4010019
Received: 16 November 2018 / Revised: 17 March 2019 / Accepted: 19 March 2019 / Published: 22 March 2019
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Abstract

The use of the native language in the foreign language learning process has evoked controversy since the last century. The present research will argue for the use of translation by foreign language learners by investigating the correlation between translation equivalence as a vocabulary learning strategy, and the learners’ level of foreign language speaking anxiety. A sample of 258 Tunisian students, chosen randomly from different preparatory schools, participated in this project. Four research instruments were used to investigate this correlation: the inventory for translation as a learning strategy (ITLS), the classroom-related foreign language speaking anxiety scale (CRFLSAS), a receptive Translation Equivalence (TE) vocabulary test, and a productive TE vocabulary test. The findings revealed that the majority of the participants reported relying on their mother language to learn English vocabulary. Furthermore, a strong linear negative correlation was found between the use of this strategy, at both the receptive and productive levels, and the learners’ foreign language speaking anxiety. View Full-Text
Keywords: translation equivalence (TE); translation equivalents (TEs); speaking anxiety; mental lexicon; vocabulary knowledge; receptive/productive vocabulary translation equivalence (TE); translation equivalents (TEs); speaking anxiety; mental lexicon; vocabulary knowledge; receptive/productive vocabulary
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Boustani, K. The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety. Languages 2019, 4, 19.

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