Concept Map Technique as a New Method for Whole Text Translation

Abstract

This study discusses the use of concept map tool as a new method for teaching translation (from English language to Arabic language). This study comprised 80 students divided into two groups. The first group was taught the new vocabulary by using the concept tool method, whereas the second group was taught the new vocabulary by the traditional method. Pre-test and test of homogeneity was administered in order to ensure the equivalence of the students. During the training, the two groups were subjected to evaluation tests (first, second and final) in which the students were asked to summarize text into a paragraph by translation. The differences between the two methods were compared by using t-test. Results of pre-test indicated that the difference between the two groups was not significant and the scores were linearly distributed. Results of students' scores between the two groups for the first exam was not significant, however, the difference between the two groups for second, final and total scores was significant. It was seen that the introduced method of text translation improves the student skills compared with the traditional method.Keywords: learning, translation, skills and concept mapping Theoretical BackgroundStudents who learn English as a foreign language read word by word in their attempt to understand the meaning of text without deciding which words are the most important to help in understanding the whole text (Kim and Clariana, 2015;Kathleen, 2013). In the traditional method of teaching, the teachers train students to employ whatever techniques that may help them to extract general meaning of the text (Kaplan and Norton, 1996 andLawson et al., 1998). Foreign language teachers' methods varied and they were dependent on the way in which approach emphasized different language skills (Miller, 2007). Prevailing approaches to foreign language teaching are influenced by contemporary trend in linguistics (Langacker, 2001). Little attention was given to the techniques that could help students to develop their skills in translation of English text into another language (Meyer, 2001). Concept map tool is a web-based, online version that runs on all modern web browsers. It is designed to be utilized from a desktop or laptop and is not meant to be used by web browsers on tablets and smart phones that rely on tapping (Dagenais et al., 2012). Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts (Tomson, 1997). Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts (Chang, 2011). Translation performance can be improved when the methods and strategies are specifically targeted and taught with the purpose of developing the empirical research based on translation and interpreting studies (Yingjun, 2014). The objective of this study is to investigate the effectivene...

Comparison of effect of kwl educational strategy and concept mapping strategy on students’ critical thinking

“…One of the benefits of learning through a conceptual map is the promotion of critical thinking in learners. (Krishan, 2017).…”

Çeviri Eğitiminde Kavram Haritalarının Kullanımı

“…Bunun için başvurulacak en iyi araçlardan biri hiç kuşkusuz kavram haritalarıdır. Krishan (2017) yaptığı çalışmada kavram haritalarının metinleri anlamada önemli etkilerinin olduğunu ve öğrencilerin çeviri becerileri geliştirmelerine yardım ettiğini ortaya koymuştur.…”