Teaching English Language and Literature Society of Iran (TELLSI) Teaching English Language 2538-5488 4 1 2010 07 01 Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation یادگیری واژگان 125 150 66134 10.22132/tel.2010.66134 EN Ali Jahangard Sharif University of Technology Ahmad Moinzadeh Isfahan University Mansoor Tavakoli Isfahan University Journal Article 2010 03 23 The purpose of the study was to investigate whether the students who learn their lexical knowledge through translation method are able to transfer the knowledge into reading comprehension .The study consisted of four steps, namely, reading pre-test, lexical instruction, vocabulary testing, and reading post-test. The results showed a significant improvement in the reading scores of the learners in Grade One and Two after the vocabulary instruction treatments were introduced. The results indicated that low-proficiency (Novice Mid and Novice-High) were able to transfer their lexical knowledge learned through decontextualized translation equivalent teaching method into reading comprehension tasks. The apparent discrepancy between the findings of the present study and that of Prince (1996) is also discussed with reference to “task-induced involvement load hypothesis”. یادگیری واژگان https://www.teljournal.org/article_66134_e77c7b588569860fddcbe6e3d528295d.pdf