The Role of Translation-based, Meaning-based, and Hint-based Instructions in Vocabulary Acquisition: A Mixed-Methods Study

Alavi, S. M., Kaivanpanah, SH., & Shabani, K. (2011). Group dynamic assessment: An inventory of mediationl strategies for teaching listening. The Journal of Teaching Language Skills (ITLS), 3 (4), 27-58.

Campbell, J. L., Quincy, Ch., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi-structured interviews: Problems of unitization and inter-coder reliability and agreement. Sociological Methods & Research, 42(3), 294-320.

Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225–237). Cambridge University Press.

Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38‒63.

de Groot, A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463–506.

Derakhshan, A., & Malmir, A. (2017). The contribution of general high-frequency, core-academic, and academic-technical words to ESP reading comprehension. Issues in Language Teaching, 6(2), 291-318.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Ellis, R. (2001). Form-focused instruction and second language learning: Language learning monograph. Wiley-Blackwell.

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Garrison, D. R., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. Internet and Higher Education, 9, 1-8.

Goundareva, I. (2011). Effect of translation practice on vocabulary acquisition in L2 Spanish. Working Papers of the Linguistics Circle of the University of Victoria 21, 145–154.

Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325- 350.

Henriksen, B., & Danelund, L. (2015). Studies of Danish L2 learners’ vocabulary knowledge and the lexical richness of their written production in English. In P. Pietilä, K. Doró, & R. Pipalová (Eds.), Lexical issues in L2 writing (pp. 1–27). Cambridge Scholars Publishing.

Jalilzadeh, K., Modarresi, Gh., & Rouhani, H. (2020). A Comparative study of instruction types and reading comprehension for young learners. In H. H. Uysal (Ed.), Political, pedagogical and research insight into early language education (123-132). Cambridge Publishing Press.

Joyce, P. (2015). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217–227.

Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2^nd ed.). Sage.

Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-74.

Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. Longman.

Laufer, B. (2005). Focus on Form in second language vocabulary acquisition. In S. H. Foster-Cohen, M. P. Garcia-Mayo, & J. Cenoz (Eds.), EUROSLA: Yearbook 5 (pp. 223–50). John Benjamins.

Laufer, B., & Aviad-Levitzky, T. (2017). What type of vocabulary knowledge predicts reading comprehension: Word meaning recall or word meaning recognition?. Modern Language Journal, 101(4), 729–741.

Laufer, B., & Girsai. A. (2008). The use of native language for improving second language vocabulary. In A. Stavans & I. Kupferberg (Eds.), Studies in language and language education (pp. 261-75). The Hebrew University: Magnes Press.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26.

Meara, P., & Miralpeix, I. (2017). Tools for researching vocabulary. Multilingual Matters.

Mehrani Rad, M., Modarresi, Gh., & Loghmanian, H. (2018). The impact of form-focused with translation tasks, form-focused without translation tasks, and meaning-focused tasks on L2 vocabulary learning. Foreign Language Research Journal, 8 (2), 389-412.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

Modarresi, Gh. (2019). Developing and validating involvement in translation scale and its relationship with translation ability. Forum: International Journal of Interpretation and Translation, 17 (2), 225-248.

Modarresi, Gh. (2021). The effect of dictogloss vs. debating on L2 writing proficiency: A mixed-methods study. Journal of Teaching Language Skills. Advance online publication. https://doi.org/ 10.22099/jtls.2021.39939.2954.     

Modarresi, Gh., & Alavi, S. M. (2014). Designing and validating a test battery of computerized dynamic assessment of grammar. TELL, 14 (2), 1-29.

Modarresi, Gh., Jalilzadeh, K., Coombe, K., & Nooshab, A. (2021). Validating a test to measure translation teachers’ assessment literacy. The Journal of Asia TEFL, 18(4), 1503-1511.

Nation, I. S. P. (1990). Teaching and learning vocabulary. Newbury House.

Nation, I. S. P. (2005). Teaching vocabulary. Asian EFL Journal, 7, 1-8.

Nation, I. S. P. (2013). Learning vocabulary in another language (3^rd ed.). Cambridge University Press.

Nation, I. S. P. (2018). Keeping it practical and keeping it simple. Language Teaching, 51(1), 138–146.

Nešić, I. & Stojković, M. (2017). Insights from students’ language learning diaries. The Journal of Teaching English for Specific and Academic Purposes, 5(3), 529-544.

Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(iii), 323-340.

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 323-342.

Qian, D. D., & Lin, L. H. (2020). The relationship between vocabulary knowledge and language proficiency. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 66-81). Routledge.

Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2017). Early intervention for reading difficulties: The interactive strategies approach (2^nd ed.). Guilford Press.

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.

Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language teaching 52, 261-284.

Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15(2), 137-158.

Shook, A., & Marian, V. (2012). Bimodal bilinguals co-activate both languages during spoken comprehension. Cognition, 124(3), 314–324.

Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal KATA, 1 (2), 182-192.

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4^th ed.). Harper Collins.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 33–52.

Webb, S. (2020). Incidental vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 225-239). Routledge.

Zohrabi, M., Tadayyon, P., & Dobakhti, L. (2018). The effects of rote and contextualized memorization on Iranian intermediate EFL learners’ vocabulary development. Iranian Journal of English for Academic Purposes, 7(2), 16-31.