Teachers’ Technology Use in Vocabulary Teaching

It cannot be denied that vocabulary learning is central to learning a language, be it a mother tongue or the second/foreign language. According to Nunan (1991), learning vocabulary in the very early stages is more fundamental than grammar, since without vocabulary one would not be able to use the structures and functions for effective communication. In other words, one can say that without grammar one can communicate little; however, without vocabulary, one can communicate nothing. This, in turn, results in the necessity of placing emphasis on vocabulary learning activities in language learning and teaching. However, as there are no clear-cut answers as to which tools or strategies to learn vocabulary are the best and most teachers have different beliefs about vocabulary learning, they generally follow the activities suggested in the course book in a slave like manner. Vocabulary teaching and learning require several strategies to be put into use and supported by technology, which empowers the process. However, language instructors do not always benefit from computer resources available on CDs or the Internet. As the results of the survey among 80 language instructors show, they are not aware of the opportunities that technology provides to them. Moreover, word lists and flashcards are still the widely used materials used for teaching vocabulary, while online glossing and wikis are rarely used.

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IJLL The Role Of Mother Tongue In The Process Of Li

Translating literary works requires some knowledge more than the mere proficiency in both source and target languages, which is undoubtedly the primary necessity of this task. Socio-cultural issues ongoing within a literary text and the aura of the work are to be considered in addition to literary techniques and figurative language at work. Accordingly, the translator is attempting to convey all the emotion of the text thoroughly. Considering the connotation of words and their psychological associations, the reader feels more indulgence and affinity to the work. This research intends to find out how the difference in understanding the mother tongue and the literature of the second language affects the quality of its translation. Ninety percent of the students of English Literature in the University of Tabriz speak their local languages rather than Persian, which is the official language of Iran. Upon exposure to the literature of their mother tongue and the second language, the difference in their motivation level, comprehension of the source text, connection to the aura, a deeper transference of thoughts and emotions, precision of selected equivalents, personal satisfaction of the translator and the joy of translating is notable in their translations.
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