Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading?

Emrah Dolgunsoz *, Fatma Aydogar Kimsesiz **
* Department of ELT, Bayburt University, Turkey.
** Department of Translation, Ahi Evran University, Turkey.
Periodicity:October - December'2021
DOI : https://doi.org/10.26634/jelt.11.4.17866

Abstract

Using L1 in L2 classrooms is still a topic of controversy, especially in EFL contexts. Parallel texts are bilingual language learning materials in which L1 translation of the L2 text is given on the same page with a proper alignment. These materials are quite popular for self-study but their efficiency in EFL classroom practice is still vague. This research aimed to examine any potential vocabulary learning benefits of parallel texts as EFL reading course materials through 5-weeks classroom instruction. With this aim, 30 beginner EFL learners were equally divided into two groups as the parallel text group and the traditional text group. Each group took 5-weeks reading instructions on Turkish-English false cognates either with parallel texts or monolingual texts. Learner performances were measured by weekly quizzes and by a final picture test. Learner opinions on parallel texts were also investigated through a semi-structured interview in line with the course experience questionnaire. The results showed that the learners who took instruction with parallel texts performed better in both types of tests but could not meet the expectations in the final picture test. Interview and questionnaire results indicated a positive attitude towards the use of parallel texts in EFL reading courses.

Keywords

Parallel Texts, False Cognates, EFL Reading, EFL Vocabulary learning, Classroom.

How to Cite this Article?

Dolgunsoz, E., and Kimsesiz, F. A. (2021). Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading? i-manager's Journal on English Language Teaching, 11(4), 1-10. https://doi.org/10.26634/jelt.11.4.17866

References

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