Improving the effectiveness of teaching vocabulary to advanced translation students through overcoming affective factors in translation-oriented foreign language instruction
DOI: 10.23951/1609-624X-2026-3-137-145
The article is devoted to the problem of overcoming affective factors in teaching vocabulary to advanced translation students. These factors include students’ overconfidence in their language knowledge and unwillingness to shift back into a learner’s position and focus on the gaps in lexical knowledge which may result in their resistance to the learning process and negatively affect its effectiveness. It must be noted that the abovementioned factors are particular to advanced translation students and can seriously undermine the process of vocabulary acquisition and practice which constitutes an integral part of translation-oriented foreign language teaching at all levels. The aim of the present study was to develop a set of principles accompanied by learning activities which should serve as a framework for organising vocabulary instruction at the advanced levels of translation-oriented foreign language teaching. The following principles have been proposed: 1) test performance first; 2) objectivity and appropriateness of tasks; 3) systematisation of lexical knowledge; 4) narrowing the gap between receptive and productive vocabulary; 5) professional orientation of tasks; 6) independence and challenge; 7) awareness raising. The participants were 1st and 2nd- year full-time translation students (31) enrolled on a 2-year Master’s programme in simultaneous translation. The analysis of the students’ answers to the questionnaire at the end of the experiment proved the effectiveness of the proposed principles and learning activities and revealed that the participants improved their awareness of the need for constant vocabulary development, became more motivated, engaged in the process of vocabulary acquisition and satisfied with their learning outcomes. Avenues for future research in this field have also been identified.
Keywords: translation-oriented foreign language teaching, advanced students, motivation, attitude, emotions, awareness
References:
1. Prodayvoda E.D. Osvoyeniye novoy leksiki na prodvinutom etape obucheniya: problemy i resheniya [Learning new vocabulary at an advanced stage of learning]. Magiya INNO, 2024, vol. 6 (2), pp. 97–107 (in Russian).
2. Méndez López M. G.; Peña Aguilar A. Emotions as Learning Enhancers of Foreign Language Learning Motivation. PROFILE, 2013, vol. 15 (1), pp. 109–124.
3. Curran C. Counseling-Learning: A whole-person approach for education. East Dubuque, Illinois, Counseling Learning Publications, 1977. 258 p.
4. Matice M.S. The challenges of teaching advanced students. The CATESOL Journal, 1993, vol. 6 (1), pp. 93–97.
5. Gardner R. Social psychology and second language learning: The role of attitudes and motivation. London, UK, Edward Arnold, 1985. 208 p.
6. Dörnyei Z. Creating a motivating classroom environment. International handbook of English language teaching. Eds Cummins J., Davison C. New York, NY, Springer, 2007. Pp. 719–731.
7. Meyer D.K., Turner J.C. Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 2006, vol. 18 (14), pp. 377–390.
8. Kassa K., Arficho Z., Mulatu M. Relationship Between Students’ Attitude Towards Vocabulary Learning and Their English Vocabulary Knowledge. Theory and Practice in Language Studies, 2022, vol. 12 (10), pp. 1953–1960.
9. Zhan Y., Lin C. H., Zhang D., Choi Y. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 2017, vol. 87 (1), pp. 57–74.
10. Tseng W-T., Schmitt N. Towards a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 2008, vol. 58 (2), pp. 357–400.
11. Alamer A. Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 2022, vol. 44 (1), pp. 164–184.
12. Lee S. Examining the roles of aptitude, motivation, strategy use, language processing experience, and gender in the development of the breadth and depth of EFL learners’ vocabulary knowledge. SAGE Open, 2020, vol. 10 (4), pp. 1–15.
13. Scherer K.R. What are emotions? And how can they be measured? Social Science Information, 2005, vol. 44 (4), pp. 695–729.
14. Nosidlak K.M. Vocabulary Learning Strategies of the Advanced Students. Journal of Language Teaching and Research, 2013, vol. 4 (4), pp. 655–661.
15. Maralov V.G., Maralova T.P. The role of psychological capital in the development of the dark and light triad of personality traits in university students. Education & Pedagogy Journal, 2024, vol. 2 (10), pp. 36–52.
16. Hornby A.S. Oxford advanced learners’ dictionary of current English (6th edition). Oxford, Oxford University Press, 2000. 1539 p.
17. Abun D., Magallanes T., Gaoat Encarnation M.J. College Students’ Cognitive and Affective Attitude toward Higher Education and their Academic Engagement. International Journal of English, Literature and Social Science (IJELS), 2019, vol. 4 (5), pp. 1494–1507.
18. Abate G., Elias K. The Relationship between Attitude towards Communicative Language Learning and English Language Achievement among Ethiopian EFL Learners. International Journal of Foreign Language Teaching and Research, 2018, vol. 6 (21), pp. 11–19.
19. Cherry K. Attitudes and Behaviors in Psychology. Very Well Mind, 2018, vol. 4 (3), pp. 20–43.
20. Pekrun R., Goetz T., Titz W., Perry R.P. Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 2002, vol. 37 (2), pp. 91–105.
21. Ryan R.M., Deci, E.L. Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press, 2017. 756 p.
22. Tanaka H. Enhancing intrinsic motivation at three levels: The effects of motivational strategies. JALT Journal, 2009, vol. 31 (2), pp. 227–250.
23. Jang M.-G., Kim T.-Y. A study of the relationship between English learning motivation, metacognitive strategy, and self-directed learning ability. Modern Studies in English Language & Literature, 2014, vol. 58 (3), pp. 189–216.
24. Zadorova O.A. Psikhologo-pedagogicheskiye usloviya obucheniya studentov professional’noy mezhkul’turnoy kommunikatsii na vtorom inostrannom yazyke [The psychological and pedagogical conditions for developing students’ professional cross-cultural competence in a second foreign language]. Aktual’nyye problemy filologii i metodiki prepodavaniya inostrannykh yazykov – Topical Issues of Philology and Methods of Foreign Language Teaching, 2025, vol. 19 (1), pp. 96‒101 (in Russian).
25. Sossur F. de. Kurs obshchey lingvistiki [A course in general linguistics]. Eds Sh. Balli, A. Seshe. Yekaterinburg, 1999. 432 p. (in Russian).
26. Vishnyauskene D., Lechitskaya Zh. Kontseptsiys formirovaniya perevodcheskoi kompetentsii pri obuchenii perevody tekhnicheskoi literatury [The concept of developing translation competence in teaching technical translation]. Studies about Languages, 2009, no. 15, pp. 94–103 (in Russian).
27. Khoroshilova S.P. Zadaniye “Vyzov sebe” kak sposob raboty so strakhom publichnykh vystupleniy [The task “Challenge yourself” as a method of overcoming the fear of public speaking]. Aktual’nyye problemy filologii i metodiki prepodavaniya inostrannykh yazykov – Topical Issues of Philology and Methods of Foreign Language Teaching, 2023, vol. 17 (2), pp. 145–151 (in Russian).
28. Miller R.B., Brickman S.J. A model of future-oriented motivation and self-regulation. Educational Psychology Review, 2004, vol. 16 (1), pp. 9–33.
29. Reeve J., Jang H., Hardre P., Omura M. Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 2002, vol. 26 (3), pp. 183–207.
30. Reeve J., Su Y.-L. Teacher motivation. In: The Oxford handbook of workplace engagement, motivation, and self-determination theory. Ed. M. Gagné. New York, US, Oxford University Press, 2014. Pp. 349–362.
31. Jang H. Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 2008, vol. 100 (4), pp. 798–811.
32. Hughes C.A., Riccomini P.J., Morris J.R. Use explicit instruction. High Leverage Practices for Inclusive Classrooms. Routledge, 2018. Pp. 215–236.
( 430.6 kB ) 
( 418.45 kB )
Issue: 3, 2026
Series of issue: Issue 3
Rubric: PEDAGOGICAL AND METHODOLOGICAL ASPECTS OF MODERN EDUCATION
Pages: 137 — 145
Downloads: 280