Ecuadorian students’ perception on the use of translation in the EFL classroom

Matt William Payne, Juan Pablo Contreras

Abstract


For over half a century, the upward trend to rather demonize the use of the first language (L1) has led to its complete disregard and interdiction by many language institutions around the world due to the ever-so-trendy idea that any use of the L1 will be seen as counter-productive and even damaging to one’s intent on the acquisition of the second language (L2) (Carreres, 2006). Therefore, the purpose of this study is to demonstrate what students believe as beneficial or unfavorable when it comes to using translation in the classroom either by the teacher, the students themselves or within the lesson in general. A total of 115 Ecuadorian students were surveyed with simple true or false statements regarding their opinion on translation. The students were arranged in two groups: A1 level and B1 level students. The answers from the survey were then averaged out in percentage form. The study suggests that there are indeed different opinions as to the use of translation in class. However, in general, it is perceived that lower-level students believe that normal use of translation in the classroom is a good method of or essential to learning, while most upper-level students prefer either solo use of the L2 or at least minimal use of the L1 in class.

Keywords


translation; English; Spanish; foreign language; learning; EFL

Full Text:

PDF

References


Arenas-Iglesias, L. M. (2006). Student's opinions about the use of L1 in an intermediate level course. (Doctoral Dissertation), University of St. Mark & St. John, Plymouth.

Artar, P. (2017). The Role of translation in foreign language teaching. (Doctoral Dissertation), Universitat Rovira i Virgili, Tarragona.

Asgarian, A. (2013). The Iranian EFL teachers' perceptions on translation strategy use. Procedia-Social and Behavioral Sciences, 70, 922-928.

Boshrabadi, A. M. (2014). Pedagogical utility of translation in teaching reading comprehension to Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 5(2), 381-395.

British Council. (2015). English in Ecuador: An examination of policy, perceptions, and influencing factors. London: Education Intelligence.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White Plains, NY: Addison Wesley Longman, Inc.

Calis, E., & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia-Social and Behavioral Sciences, 46, 5079-5084.

Carreres, A. (2006). Strange bedfellows: Translation and language teaching. The teaching of translation into L2 in modern languages degrees: Uses and limitations. Retrieved from http://www.cttic.org/ACTI/2006/papers/Carreres.pdf

Claypole, M. (2016). Controversies in ELT: What you always wanted to know about teaching English but were afraid to ask (2nd ed.). Halifax, UK: LinguaBooks.

Council of Europe. (2018). Common European framework of reference for languages: learning, teaching, assessment (CEFR). Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages

Cunningham, C. (2000). Translation in the classroom: A useful tool for second language acquisition. Retrieved from https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/secondlanguage/cindyc2.pdf

Fernandez-Guerra, A. B. (2014). The usefulness of translation in foreign language learning: Students' attitudes. International Journal of English Language and Translation Studies, 2(1), 153-170.

House, J. (2009). Translation. Oxford: Oxford University Press.

Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyodai Gakuen College Ronsyu, 8, 147-160.

Molina, G. T., Cañado, M. L. P., & Agulló, G. L. (2005). Current approaches and teaching methods. In N. McLaren, D. Madrid & A. B. González (Eds.), TEFL in secondary education (pp. 155-209). Granada: Universidad de Granada.

Pan, Y.-c., & Pan, Y.-c. (2012). The use of translation in the EFL classroom. Philippine ESL Journal, 9, 4-23.

Pekkanli, I. (2012). Translation and the contemporary language teacher. Procedia-Social and Behavioral Sciences, 46, 955-959.

Sharaeai, W. A. A. A. (2012). Students' perspectives on the use of L1 in English classrooms. (Master), Iowa State University, Iowa.

Topolska-Pado, J. (2010). Use of L1 and translation in the EFL classroom. Zeszyty Glottodydaktyczne, 2, 11-25.




DOI: https://doi.org/10.24815/siele.v6i1.12072

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.