Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Al-Musawi, Nu'man M.

doi:10.2466/10.03.it.3.4

Cited by 40 publications

(45 citation statements)

References 19 publications

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“…Çeviri, basit anlamda metni sadece yeniden yaratmak anlamına gelmemektedir, bilakis, hedef kültür içindeki bazı özelliklere dikkat ederek, içeriğin yeniden şekillendirilmesini de ifade eder. Bu nedenle, dilin semantik yapısı, belirli bağlamları ve işlevleri de vurgulanarak iletişimsel yetkinliğin geliştirilmesi için bir strateji olarak kullanılabilir (Al Musawi, 2014). Leonardi (2011), çevirinin yabancı dil öğrenimi sırasında kaçınılması mümkün olmayan "doğal olarak gerçekleşen" bir etkinlik olduğunu düşünmektedir; çünkü, öğrenciler diller arasında karşılaştırma yapmak için her zaman kendi dillerine başvurmaktadır.…”

Section: çEviri Ve Dil öğRetimiunclassified

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Arslan

Kavaklı²

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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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. Kaynak dilden (L1) hedef dile (L2) ve/veya hedef dilden kaynak dile yapılan çeviriler, dil öğrenen kişiler için çok önemli bir rol oynamaktadır, çünkü dil öğrenenler, dili anlamak ve yorumlamak için çeviriyi kullanma eğilimindedirler. Çevirinin yabancı dil öğretiminde ve öğrenme sürecinde kullanılmasına yönelik bakış açısı da zamanla değişmiştir. Öğrencilerin yabancı dili kendi ana dilleri gibi konuşamama durumlarından dolayı, onların yapısal veya anlamsal olarak hatalı dil formları üretmeleri muhtemeldir. Bu nedenle, hata analizi yapmak, dil öğrencilerinin hangi alanlarda hata yaptığını bulmak, bu hataları düzeltmek ve öğrencilerin dil yeterliğini geliştirmek açısından son derece önemlidir. Türkiye'de İngiliz Dili Eğitimi lisans programlarında öğrencilerin kaynak dilden (Türkçe)-hedef dile (İngilizce) ve hedef dilden kaynak dile çeviri yaptığı çeviri dersi bulunmaktadır. Bu çalışmada, Türkiye'de bir devlet üniversitesinde okuyan 30 İngilizce öğretmeni adayının çeviri ödevleri doküman analizi aracılığıyla incelenmiş ve öğretmen adaylarının çeviri hatalarının yapısal, sözcüksel ve çevirisel/yorumsal kategorilerde olduğu ortaya çıkmıştır. Son olarak, alanla ilgili pedagojik çıkarımlarda bulunulmuştur.

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Section: çEviri Ve Dil öğRetimiunclassified

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Arslan

Kavaklı²

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…Naiman et al (1978) mendapati bahawa salah satu strategi yang sering digunakan oleh pelajar cemerlang bahasa ialah merujuk kepada bahasa ibunda (B1) (menterjemahkan) dan membuat perbandingan silang bahasa antara B1 dan bahasa sasarandalam pembelajaran bahasa ketiga. Kajian ini konsisten dengan beberapa kajian lain yang menunjukkan peranan terjemahan dalam pembelajaran bahasa dalam kalangan pelajar (Baddeley, 1990;Husain, 1995;Omura, 1996;Prince, 1996;Cohen & Brooks-Carson, 2001;Intan Safinaz, 2003;Elmgrab, 2012;Amin, 2013;al-Musawi, 2014;Camelia Petrescu, 2015;al-Hadithy, 2015).…”

Section: Pendahuluanunclassified

“…Melalui terjemahan, pelajar bahasa kedua dan ketiga berupaya menganalisis dan memahami struktur kompleks bahasa sasaran dengan cepat dan cekap (Chamot & Kupper, 1989;Oxford, 1990;Ts. Dilkova, 2010;al-Musawi, 2014). Kajian juga menunjukkan bahawa terjemahan digunakan dalam strategi memori, afektif, sosial dan tampungan untuk membantu pelajar mempelajari bahasa asing secara efisien melalui pelbagai saluran.…”

Section: Terjemahan Sebagai Strategi Pembelajaranunclassified

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Strategi dan Teknik Terjemahan Novel Arab dalam Kalangan Pelajar Universiti (Arabic Novel Translation Strategies and Techniques used among University Students)

Baharudin

2017

GEMA

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Strategi Pembelajaran Terjemahan (SPT) ini agak tersisih daripada arus pendekatan komunikatif dalam kurikulum bahasa Arab, namun para sarjana mengakui ia adalah strategi dominan yang diperlukan terutama kepada pelajar bahasa ketiga yang masih di peringkat keupayaan yang sederhana. Kajian ini bertujuanmengenal pasti tahap penggunaan strategi terjemahan dalam pembelajaran bahasa Arab secara keseluruhan dan mengikut klasifikasi secara spesifik, danmengkategori jenis teknik terjemahan novel Arab dalam kalangan pelajar. Data kajian dikumpul daripada dua sumber iaitu dengan menggunakan soal selidik dan tugasan terjemahan novel adaptasi Arab yang berjudul " " ‫سىيز‬ ‫تىم‬ ‫هغاهزات‬ (Pengembaraan Tom Sawyer). Kajian ini melibatkan 129 pelajar jurusan Bahasa Arab di peringkat sarjana muda di dua buah universiti awam. Manakala kajian terjemahan novel Arab pula melibatkan 40 orang pelajar. Dapatan kajian menunjukkan bahawa tahap penggunaan Strategi Pembelajaran Terjemahan secara keseluruhan dalam kalangan pelajar universiti awam berada pada tahap penggunaan yang sederhana. Kajian juga menunjukkan terdapat dua kategori strategi pembelajaran terjemahan berada pada tahap sederhana, iaitu strategi terjemahan menulis dan strategi terjemahan campuran. Manakala tiga kategori lain berada pada tahap penggunaan yang rendah, iaitu strategi terjemahan membaca, strategi terjemahan bertutur dan strategi terjemahan mendengar. Teknik terjemahan novel Arab pula mendapati 130 jenis teknik terjemahan yang diklasifikasikan kepada enam jenis kumpulan di mana kajian mendapati jenisteknik terjemahan calque adalah mendominasi. Kajian ini melihat bahawa SPT perlu dimanfaatkan dalam ketika berdepan dengan pelajar dari pelbagai arasagar bersesuaian dengan keupayaan bahasa.Kata Kunci:Strategi Pembelajaran Terjemahan (SPT);teknikterjemahan; terjemahan novel; pembelajaran Bahasa Arab; bahasa ketiga Arabic Novel Translation Strategies and Techniques used among University Students ABSTRACTTranslation Learning Strategy (SPT) is somewhat excluded from the communicative approach in the Arabic Language curriculum, howevermany scholars acknowledge that it is a dominant strategy which is critically needed especially by the third language students who are still at the moderate level.The study aims to; 1) identify the level of translation learning strategies used in the Arabic language learning as a whole, and according to the SPT classification in particular, and 2) categorize the types of translation techniques used by the students in the translation of Arabic novels. The data was collected using a questionnaire and translated work of an Arabic novel entitled ". " ‫سىيز‬ ‫تىم‬ ‫هغاهزات‬ (Pengembaraan Tom Sawyer).A total of 129 undergraduates in an Arabic language degree program in public

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“…Students in early stages of learning the language are certainly exposed to some explanation in their mother tongue especially when explaining difficult grammar rules that the students cannot grasp in English (Al-Musawi, 2014). The studies conducted by Husain (1995), and Chia and Chia (2001) found that less proficient English learners more frequently employed or benefited from translation strategies than their counterparts who were more proficient learners of English.…”

Section: Introductionmentioning

confidence: 99%

Students’ Beliefs on Translation Strategy in Learning German Language

Ying

Ang

Halim

et al. 2018

GEMA

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The growing number of research studies on the application of translation in language learning has shown that this topic is getting popular among education research groups. It is a challenging task for a non-native speaker to learn a foreign language, especially if the grammar of the student's dominant language is different from the grammar of the foreign language. Among the many methods employed in foreign language learning, the translation method continues to remain a controversial issue. This study is primarily designed to understand the role of translation for non-native speakers in the learning of German as a foreign language, specifically in ascertaining students' beliefs about using translation in their studies of the foreign language, and to find out the learning strategies, which involve translation. A total of 60 Malaysian undergraduates studying German as a foreign language in a public university participated in this study. Data collection was carried out using a questionnaire on the use of translation in learning German language and semi-structured interview. It can be concluded from the findings of the study that the majority of the participants believed that the use of translation is a helping strategy for learning the German language. Although a small number of the participants preferred to learn the German language without using translation, they agreed that translation really helped to develop their learning strategy, especially in a situation where they did not understand the German language spoken by their lecturer in class. It is hoped that the findings of this study will shed light on the use of translation in teaching and learning the German language.

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Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Abstract: CITATION Al-Musawi, N. M. (2014)Strategic use of translation in learning English as a Foreign Language (EFL) among Bahrain university students.

Cited by 40 publications

References 19 publications

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Strategi dan Teknik Terjemahan Novel Arab dalam Kalangan Pelajar Universiti (Arabic Novel Translation Strategies and Techniques used among University Students)

Students’ Beliefs on Translation Strategy in Learning German Language

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