Linguistic Relativity: A Study of the Role of L1 in L2 Vocabulary Acquisition in an EFL Setting

• Published in: Theory and practice in language studies Vol. 13; no. 12; pp. 3232 - 3239
• Main Authors: Al-Ahdal, Arif Ahmed Mohammed Hassan, Aljabr, Fahad Saleh
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., LTD 01.12.2023; Academy Publication Co., Ltd
• Subjects: Analysis; Arabic language; Associative Learning; Bilingual education; Bilingual Teachers; Bilingualism; College students; Competence and performance (Linguistics); English as a second language; English as a second language instruction; Foreign language learning; French as a second language; Hypotheses; Influence; Language acquisition; Language instruction; Language proficiency; Linguistic relativity; Linguistics; Native language; Phonology; Sapir-Whorf hypothesis; Second language learning; Second language vocabulary learning; Semantics; Study and teaching; Teaching Methods; Vocabulary; Vocabulary Development; Saudi Arabia
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.1312.21

This article investigates the role of mother tongue in mastering foreign language vocabulary, drawing insights from both empirical and existing data sources. The study context consists of 68 students of the English Language Program at Qassim University, Saudi Arabia, whose native language is Arabic and are enrolled in an EFL program. Two distinct tests were administered to gather data for this study to evaluate the interplay between native language proficiency and second language vocabulary acquisition among Saudi EFL learners. Emphasizing the role of bilingual teaching methodologies, the study found that learners who engaged with native language translations demonstrated enhanced vocabulary retention and recall to a significant level when compared with their peers who exclusively studied vocabulary in the target language. In the absence of any other input, this superior performance was attributed to the theory of linguistic relativity, suggesting the cognitive advantage of associating unfamiliar English terms with familiar linguistic constructs from one's primary language. The results compellingly advocate for a more holistic and inclusive pedagogical approach. The study concluded that incorporating native linguistic references in second language instruction not only facilitates more efficient foreign language vocabulary assimilation, but also, recognizes and values the rich linguistic tapestry each learner brings to the educational setting. The results herald a significant shift towards bilingual approaches in EFL settings, especially for educators and curriculum developers aiming for optimal language acquisition outcomes.