Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Sriwantaneeyakul, Suttawan

doi:10.5539/elt.v11n4p1

Cited by 12 publications

(10 citation statements)

References 14 publications

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“…This study further revealed that by engaging in translation activities in reading classes, the experimental group significantly outperformed the control group (which had a higher mean score on the pre-test even though the difference was not statistically significant) after being exposed to the intervention for eight weeks in sixteen classes. Furthermore, this study was in line with the results of Sakurai (2015), Lee, Schallert, and Kim (2015), Sriwantaneeyakul (2018) who had suggested that translation could offer a boost in the performance levels of EFL learners in reading comprehension. Also, the results were in parallel with Lee (2013), who had found that the learners in the experimental group who had practiced translation in their reading classes outperformed the control group both in translation tasks and tasks that inquired other aspects of reading comprehension.…”

Section: Discussionsupporting

confidence: 91%

“…Moreover, the relevant literature also shows that engaging in intensive and extensive reading skills also support students' translation skills, which, in turn, further reinforces their reading skills. For example, Sriwantaneeyakul (2018) carried out a mixed methods study to reveal the relationship between translation ability and students' critical reading skills by testing the translations made by students with superior critical reading skills and those with lower critical reading skills. The study revealed a statistically significant difference between accuracy of Arab World English Journal www.awej.org ISSN: 2229-9327 428 translation made by the two groups.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language

Alaboud¹

2022

AWEJ

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Translation has been one of the most commonly used strategies in learning an additional language. Although there is not a consensus on the usefulness of translation as a language learning strategy, the relevant literature indicated that it could contribute to the learning process when used purposefully and meaningfully. The present study aimed to explore the role of translation in supporting the language learning process by adopting an experimental design to reveal whether engaging in translation practice could improve participants’ skills in reading comprehension. In this scope, 30 female students at Taif University in the Kingdom of Saudi Arabia were randomly assigned to the experimental group and received an intervention by translating reading passages before carrying out comprehension tasks. On the other hand, the 28 female students in the control group practiced reading comprehension without completing a translation task before the comprehension activities. An independent samples t-test was used to measure the extent to which the two groups differed from each other in terms of their reading comprehension skills before and after the intervention. The results of the independent samples t-tests demonstrated that the experimental group scored significantly higher than the control group at the end of the intervention, although there was not a statistically significant difference between the two groups at the outset. The results suggested that translation could be an effective instructional strategy in improving learners’ skills in reading comprehension in an EFL setting.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language

Alaboud¹

2022

AWEJ

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“…The results discussed so far demonstrate the importance of critical thinking for translators and point to the need for the inclusion of critical thinking skills as a learning outcome in T&I departments' curricula, as is also supported in the relevant literature (Kashirina, 2015;Moghaddas and Khoshsaligheh, 2019;Çetiner, 2018;Sriwantaneeyakul, 2018;Mohseni and Satariyan, 2011). Critical thinking can be taught and learned (Halpern, 1999, p. 70).…”

Section: Discussionsupporting

confidence: 60%

Critical Thinking as an Integral Outcome in Translator and Interpreter Training

Kuleli

Tuna

2022

ESNBU

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The aim of this study is to investigate the critical thinking attitudes of translator and interpreter candidates with a view to coming up with recommendations on curriculum development in Translation and Interpretation undergraduate studies. A "Critical Thinking Skills Scale" was administered to 354 translation and interpretation students from five universities in Turkey. Independent sample t-test, one-way ANOVA and post-hoc Scheffe test were used in data analysis. With the highest and lowest attitudes found for receptiveness and inquiry skills respectively, the total critical thinking attitudes of translator candidates are above the average. The class level of the students is inversely correlated with total scores for critical thinking attitudes, in addition to the flexibility and judiciousness subdimensions. Moreover, translator candidates of the Bulgarian language have the highest total scores for critical thinking attitudes as compared to those of English, French, Persian and German. The results show that innovative curricula involving related tasks and activities must be developed for translation and interpretation departments to enhance translator candidates' critical thinking skills, bearing in mind the very nature of the act of translation and interpretation.

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“…In a very recent research, Sriwantaneeyakul (2018) embarked on an explanatory sequential mixed method study on the critical reading skills and translation ability. For this study, they selected randomly 60 English major students from a Thai university.…”

Section: Past Studies On Reading Comprehension and Translationmentioning

confidence: 99%

Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students

Farahani

Rezaei

Masoomzadeh

2019

JARHE

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Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

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Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Cited by 12 publications

References 14 publications

The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language

The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language

Critical Thinking as an Integral Outcome in Translator and Interpreter Training

Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students

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