“I KNOW THAT I AM NO GOOD”: AN ANALYSIS INTO THE TRANSLATION ERRORS OF PRE-SERVICE EFL TEACHERS

Year 2019, , 688 - 706, 30.06.2019

Sezen Arslan , Nurdan Kavaklı

https://doi.org/10.14686/buefad.517753

Cited By: 3

Abstract

Translation from source
language (L1) to target language (L2) and/or vice versa plays an important role
for language learners since they tend to use translation in order to understand
and interpret the language utterances. Perspectives towards the use of translation
in foreign language teaching and learning process have changed over the
time.  As the learners are not native
speakers of L2, they are likely to utter some structurally or semantically
deviant forms of language. For this reason, conducting an error analysis
procedure might be of crucial importance in understanding which domains of
language are erroneous for language learners in order to fix the problems and
improve language proficiency.

In Turkey, English Language Teaching bachelor
degree programs include the translation course where student-teachers are
supposed to handle translations from L1 to L2 and L2 to L1.  In this study, the translation assignments of
30 pre-service EFL teachers were investigated through document analysis and
findings point out that the errors fall into structural, lexical and
translational/interpretational categories. Finally, the pedagogical
implications were drawn in relation to the field.

Keywords

target language, source language, translation in ELT, pre-service EFL teachers

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