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Context in vocabulary teaching is one of the major factors that help language learners grasp the meaning and then internalize it. Accordingly, Contextual Vocabulary Teaching (CVT) is necessary both for foreign language teaching and constructivist translation studies courses as well. Yet, there are few if any quantitative studies in the literature that consolidate both CVT and constructivist translation studies courses. Therefore, the aim of the current study was to make a contribution to the literature via investigating the significance of the contextual vocabulary teaching in constructivist translation studies courses in terms of students’ perspective and their achievement scores. The participants of the study comprised the third-year students of the English Language and Literature Department of a state University. A case specific questionnaire developed for the present study was submitted to the third-year students in Advanced Translation I course and, then their attitudes were juxtaposed with their achievement scores. Despite the non-existent correlation between the students’ attitudes towards CVT and their achievement scores, and the lack of previous findings in the literature which is necessary to evaluate the present one, both their attitudes and achievement scores indicated that CVT during constructivist translation studies courses would provide new benefits for the interest of foreign language teaching.

Anahtar Kelimeler

Contextual vocabulary teaching; translation studies; foreign language teaching; attitude scale.

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