Son, Ah Young & Uhm, Chul Joo (2015). The Effectiveness of Staged Translation in Young EFL Learners'' Vocabulary Learning. The Linguistic Association of Korea Journal 23(4), 149-168. This article examined the effects of staged translation on EFL vocabulary learning for young learners. To carry out the study, 112 sixth graders of Korean elementary school with equivalent English proficiency were randomly divided into two groups, a meaning-focused instruction (MFI) group and a staged translation (ST) group. During three teaching sessions, the ST group performed step by step translation tasks, whereas the MFI group received meaning-centered tasks. Two post examinations, a month apart, were administered to test active and passive vocabulary knowledge. The final analysis revealed the ST group performed significantly better on active and passive recall of vocabulary than the MFI group. Although more effort is required to learn lexical bundles, staged translation may attract young learners'' attention to meaning and form of vocabulary and lead to learning.