Vocabulary Recall and Retention: A Comparison between the Translation Method and the Pictorial Method in Teaching Vocabulary for Elementary Levels

Abstract

To guarantee effective vocabulary teaching, teachers resort to different techniques and strategies. One of the most well-known strategies is the translation method, which was under the spotlight as the best vocabulary teaching method for decades. On the other hand, there is the pictorial method, which is considered as an effective strategy to develop and sustain motivation in producing positive attitudes towards language learning and to reinforce language skills. The present study is an attempt to explore the differences between these two vocabulary teaching strategies for elementary levels and their effectiveness in meaning recall and retention and whether the pictorial method is more effective compared to the translation method. In order to investigate the theme, an experimental study was conducted using some tools: A pre-test, four immediate tests and two final tests to test a sample of 24 participants of pre-intermediate (elementary) level who belong to ASPIRE SCHOOL (a private school in El-Milia, Jijel). After the analysis of the results, both hypotheses were confirmed and it has been found out that there is a statistically significant difference between both methods and that the pictorial method scored better.