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Description
The role of the first language (L1) in second language learning has long been debated, particularly in relation to vocabulary acquisition. While traditional approaches have often discouraged L1 use in favor of maximizing target language exposure, recent perspectives in English as a Second Language (ESL) contexts have begun to reconsider L1 as a valuable cognitive and pedagogical resource (Dehagi, 2023; Hummel, 2010; Liu, 2013; Shi, 2024). This paper reviews existing research on translation tasks as a form of L1 use and examines their potential contribution to incidental vocabulary acquisition (IVA). Drawing on empirical studies comparing different types of translation activities, including L1–L2 and L2–L1 tasks, the review highlights how key factors influencing IVA, such as task demands, learner attention, and learning context, can be mediated through the use of L1 in translation tasks. The findings suggest that translation may facilitate both receptive and productive vocabulary knowledge when tasks require meaningful engagement with lexical items in context rather than simple form–meaning matching. The paper concludes by discussing the pedagogical implications of translation tasks as a bilingual strategy for vocabulary learning in ESL classrooms, particularly in Vietnamese contexts where vocabulary learning is often dominated by form-focused and exam-driven practices.
Keywords: translation tasks, incidental vocabulary acquisition, L1 use, ESL learning, vocabulary learning
