The Appropriateness of Translation in EFL Learning: A Case Study of Albaha University Learners' and Teachers' Perspectives, KSA

Yıl 2016, Cilt: 2 Sayı: 2, 0 - 0, 04.10.2016

Ahmad Shoeib

Öz

The argument on the potential importance of using EFL/ESL learners' source language inside English classrooms has been a subject for prolonged discussions and brainstorming sessions for a big number of language scholars and professionals. The current study attempted to investigate EFL learners and teachers' perspectives on the role of translation in language learning. Two modified versions of [PRTLQ] translation questionnaire (Afzal, 2013) are administered to randomly selected 50 EFL students from level 3 and level 8 and 20 Arab teachers from Foreign Languages Department at Faculty of Arts and Humanities of Albah University, KSA in the academic year 2015/2016. Results of the study indicate that there is statistically significant difference in views on the usefulness of L1 translation between EFL learners and teachers in favor of the learners. In addition, level three students differ in their perceptions on translation from level eight in favor of those of level three. Furthermore, EFL teachers' attitudes toward translation don't correlate with the variable of academic degree, but they correlate with years of experience and translation or interpretation experience variables respectively. The findings can have remarkable implications for EFL teachers concerning the appropriateness of L1 translation in language learning contexts as an incremental productive teaching approach that might lead to an increase in overall English as a foreign language learning outcomes. 

Kaynakça

• Al-Buraiki, M.A. (2008). The L1 in Young Learner Classrooms: Teachers' Views and Practices. Retrieved June 19, 2010 from www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/.../Ch2.pdf
• Alkadasy, S. A. (2008). The use of the mother tongue (Arabic) in teaching English at the first level of secondary schools in Taiz. Thesis Unpublished MA, Taiz University.
• Auerbach, E. R. (1993). Reexamining English only in the ESL Classroom. TESOL Quarterly, 27(1), 9-32.
• Bhootha, A. , Azmanb, H. and Ismail, K. (2014). The role of the L1 as a scaffolding tool in the EFL reading classroom. Procedia - Social and Behavioral Sciences 118 ( 2014 ) 76 – 84.
• Bouangeune, S. (2009). Using L1 in teaching vocabulary to low English proficiency level students: A case study at the University of Laos. English Language Teaching Journal, 2(3), 186- 193.
• Bruen, J., & Kelly, N. (in press). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal. Retrieved fromhttp://www.tandfonline.com/doi/full/10.1080/09571736.2014.908405#.U_yAOmP7LIU
• Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.
• Byram, M. and Morgan, C. Teaching and learning language and culture. Multilingual Matters, No. 100. Clevedon, 1994.
• Chamot, A., O‟Malley, J. M., Küpper, L., & Impink-Hernandez, M. V. (1987). A study of learning strategies in foreign language instruction: First year report. Rosslyn, VA: InterAmerican Research Associates.
• Chamot, A., Kupper U. (1989). The learning strategies of ESL students, In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp.71-83). Englewood Cliffs, NJ: Prentice-Hall.
• Cook, V. J. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 184-206.
• Corder, S. A role for the mother tongue. In Language Transfer in Language Learning, ed. by Susan Gass and Larry Selinker. Rowley, Mass Newbury House, 1983.
• Cummins, J. (1983). Language proficiency and academic achievement [C]. In J. W. Oller, Jr. (ed.) Issues in language testing research [A]. Rowley, Mass.: Newbury House.
• Dörnyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
• Davis, J. N. & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think-aloud protocols. Modern Language Journal, 77(4), 459-472.
• Dulay, H., Burt, M. & Krashen, S. 1982, Language Two, Oxford University Press, New York.
• Eskildsen, S. Constructing another language – usage-based linguistics in second language acquisition. Applied Linguistics, Oxford University Press, 1-23. 2008.
• Eslami, Z. and Fatahi, A. Teachers‟ sense of self-efficacy, English proficiency, and instructional strategies. A study of nonnative EFL teachers in Iran. TESL-EJ, 11 (4), 2008.
• Ellis, R. 1997, Second Language Acquisition, Oxford University Press, Oxford.
• Fernández Guerra, Ana (2012). The issue of (un)translatability revisited: theoretical and practical perspectives. Forum. International Journal of Translation Studies 10: 35-60.
• Fernadez-Guerra, A. B. (2014). The Usefulness of Translation in Foreign Language Learning: Students' Attitudes. IJ-ELTS, 2(1), 153-170.
• Francis, N. (2000). The Shared Conceptual System and Language Processing in Bilingual Children: Findings from Literacy Assessment in Spanish and Nahuatl. Applied Linguistics 21/2: 170-204.
• Hall, C. (1990). Managing the complexity of revising across languages [J]. TESOL Quarterly, 24 (1), 43-60.
• Han, Z.-H. Input enhancement: Untangling the tangles. Keynote presentation at the 27th Winter Applied Linguistics Conference, New York State Teachers of English to Speakers of Other Languages, New York, 2005.
• Harbord, J. (1992). The Use of the Mother Tongue in the Classroom. ELT Journal, 46, 350-355.
• Hashim, F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language Journal, 18, 1.
• Hawks, P. (2001). Making Distinctions: A Discussion of the Mother Tongue in the Foreign Language Classroom. Hwa Kang Journal of TEFL, 7: 47-55.
• Hsieh, L. T. (2000, November). The effects of translation on English vocabulary and reading learning. Paper presented at the Ninth International Symposium on English Teaching, Taipei, Taiwan.
• Husain, K. 1994 ‘Translation in the ESL Classroom: Emerging Trends’, International Journal of Translation 1.2: 115-30.
• Husseini-Massoumi, S. & Mahdiyan, M. (2010). Translation in EFL Contexts: A Learners Perspective. www.confnews.um.acir/images/41/conferences/ llt/cd19.pdf.
• Jadallah, M. & Fuad, H. (2010). A Review of Some New Trends in Using L1 in the EFL Classroom. www.qou.edu/english/conferences/firstNationalConference/.../drMufeed.pdf.
• Kavaliauskienë, G., & Kaminskienë, L. (2007). The effect of individual differences on learners‟ translation beliefs in EFL learning. Kalbotyra, 57(3), 132-139.
• Kim, Y. & Petraki, E. (2009). Students' and Teachers' use of and Attitudes to L1 in the EFL Classroom. The Asian EFL Journal, 11(4), 58-89.
• Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
• Latsanyphone, S. (2009). Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: A Case Study at the National University of Laos. English Language Teaching, 2(3).
• Liao, P. S. (2006). EFL learners‟ beliefs about strategy use of translation in English learning. RELC Journal, 37(2), 191-215.
• Malmkjaer, Kristen (2010). Language learning and translation, in Yves Gambie rand Luc Van Doorslaer (eds) Handbook of Translation Studies, 1. Amsterdam: John Benjamins, 185-190.
• Mohebbi, H. & Alavi, S. (2014). An Investigation into Teachers' First Language Use in a Second Language Classroom Context: A Questionnaire-based Study. Bellatera Journal of Teaching & Learning Language & Literature, 7(4), 57-73.
• Mouhanna, M. Re-examining the use of L1 in the classroom. Presentation at the Department of Linguistics, UAE University, 2010.
• Naiman, N., Frohlich, M., Stern, H. H. & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.
• Nation, P. (2003). The Role of the First Language in Foreign Language Learning. The Asian EFL Journal, 5(2), 1-8.
• O’Malley, J. M. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
• Pacek, D. (2003). Should EFL Give Up on Translation? Talk Given at the 11th Annual Korea TESOL International Conference, October 18th, 2003, Seoul.
• Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman: London & New York.
• Polio, C. (1994). Comments on Elsa Roberts Auerbach's "Reexamining English only in the ESL classroom": A reader reacts. TESOL Quarterly, 28(1), 153-161.
• Politzer, R.L. 1983 ‘An Exploratory Study of Self-Reported Language Learning Behaviors and their Relationship to Achievement’, Studies in Second Language Acquisition.
• Poole, A. Focus on form instruction: foundations, applications, and criticisms. The Reading Matrix 5 (1), 2005.
• Sager, J. C. (1994). Language engineering and translation: Consequences of automation. Philadelphia: John Benjamins Publishing Company.
• Saito, H. & Ebsworth, M. E. (2204). Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students. Foreign Language Annals, 37, 111- 124.
• Seleim S. Using Arabic to facilitate learning English in the preparatory stage Proceedings of the 15th National symposium on English language Teaching, CDELT, Cairo, 1995.
• Sharma, K. (2006). Mother tongue use in English classroom. NELTA, 11 (1-2), 80-87.
• Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1).
• Thompson, G.L., & Harrison, K. (2014). Language use in the foreign language classroom. Foreign Language Annals, 47(2), 321-337.
• Tudor, Ian (1987). Using translation in ESP. ELT Journal 41(4): 268-273.
• Upton, T. A. (1997). First and second language use in reading comprehension strategies of Japanese ESL students. TESL-EJ, 3(1).
• Upton, T. A. & Li-Chun Lee Thompson. (2001). The Role of the First Language in Second Language Reading [J]. SSLA, 23, 469-495.
• Vermes, Albert (2010). Translation in Foreign Language Teaching: A Brief Overview of Pros and Cons. Eger Journal of English Studies X: 83-93.
• Wang, J. (2010). Application of functional equivalence theory in English translation of Chinese idioms. Journal of Language Teaching and Research, 1, 6, pp. 880-888.
• Weschler, R. (1997): Uses of L1 in the English classroom: Introducing the Functional-Translation Method. Retrieved on June, 2011 from: http://iteslj.org/Articles/Weschler-UsingL1.html.
• Wringe, C. (1989). The Effective Teaching of Modern Languages. Longman: London & New York.