Volume 7-6 October 2011.

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Title
 L1 and L2 Language Stores Dependency and Their Connection Facilitation through Translation

Authors
Amir Reza Asiyaban (M.A)
Islamic Azad University, Shiraz Branch, Shiraz, Iran
Morteza Yamini (Ph.D.)
Shiraz University, Shiraz, Iran
Ghaffar Tajalli (M.A)
Islamic Azad University, Shiraz Branch, Shiraz,, Iran

Biodata
Amir Reza Asiyaban holds an M.A in TEFL teaching preparatory courses for M.A examinations and working as an English instructor in different institutes in Shiraz. He has published and presented some articles and books. His main areas of interest are translation, educational psychology, teaching strategies, learning strategies and motivation.

Mortaza Yamini is an assistant professor who taught for 35 years at Shiraz University before he retired a few years ago. He is still pursuing his teaching profession, offering some graduate courses at Shiraz University and the Islamic Azad University, Shiraz Branch. He has also published a good number of articles and books on second language learning and teaching, testing and other areas of applied linguistics in local and international journals. Dr Yamini is now an active member of the Center of Excellence in L2 Reading and Writing, Shiraz University.

Ghaffar Tajalli holds an M.A in TEFL and is retired now. He is presently a lecturer at Islamic Azad University, Shiraz Branch. He is the author of several textbooks and has published some papers nationally and internationally. His main areas of interest are phonetics, phonology and translation.

Abstract
Mental processes in retrieving words in diverse languages are quite complicated. Finding out if storage of languages in mind is done separately, in related forms, or in an overlapping manner has been a matter of controversy. This study was an effort to substantiate the connectivity of language stores in mind in general and mitigating their mutual relationship in particular. To this end, eighty-eight intermediate EFL students (44 males and 44 females) were asked to participate in the study. They were divided into control and experimental groups. Twenty words were taught to the students and for the experimental group only translations of the words and for the control group L2 definitions of the words were provided. The data were gathered through a written test and an interview. A two-way ANOVA run on the data revealed that the experimental groups were more adroit at both the test and the interview. This means that translation facilitated vocabulary learning. Thus, the dependency of the language stores in mind can be confirmed.

Keywords: Vocabulary learning, Translation, L1 and L2 connection, Language store dependency, L1 and L2 interface