Using communication-based translation activities in teaching and learning English vocabulary at high school

Pham Ngoc Truong Linh *

* Correspondence: Pham Ngoc Truong Linh (email: jason.pham.101@gmail.com)

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Received: 01 Jan 2018
Revised: 09 Jul 2018
Accepted: 07 Aug 2018
Published: 10 Oct 2018
DOI: 10.58810/vhujs.6.2.2018.5540
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Phạm, L. . N. T. (2018). Using communication-based translation activities in teaching and learning English vocabulary at high school. Van Hien University Journal of Science 6(2), 55-68.
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Volume 6 - Issue 2 (2018)
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Abstract

Vocabulary teaching with long lists of L1 equivalents in classes of grammar-translation method (GTM) at most high school contexts in Vietnam is criticized for abusing translation, focusing much on form and structure, lacking space for communicative performance; whereas communicative lan- guage teaching (CLT) is preferred in modern language teaching trends because it motivates learners’ discovery, participation and communication. How likely is it for EFL high school students to gain a significant improvement in their vocabulary acquisition through translation integrated with CLT in a communication-based translation activity (CTA)? This study suggests some CTA models for teaching and learning EFL vocabulary at high school in Vietnam based on the theories of receptive and pro- ductive vocabulary knowledge, and word processes by Nation (2001), together with the advantages of translation and characteristics of CLT. The study may provide practical implications for improving EFL students’ vocabulary and communicative performance at high school in Vietnam.
Keywords: receptive vocabulary knowledge, productive vocabulary knowledge, vocabulary pro- cesses, communication-based translation

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