Email this article THE CORRELATION OF ENGLISH PROFICIENCY LEVEL AND TRANSLATION STRATEGIES USED BY INDONESIAN EFL LEARNERS
Abstract
The importance of using translation to improve English language proficiency has been a debatable topic, specifically the effect of learners’ proficiency level in which dictate how the learners use the translation as a learning strategy. Thus, this study was purposed to find out the relationship between English proficiency level and EFL learners’ use of translation strategies. The Inventory for Translation as a Learning Strategy (ITLS) questionnaire was administered to 40 University students that divided into B2 and B1 based on CEFR level. One-way ANOVA results show that both learners are highly using translation as a learning strategy with mean score > 3. Nonetheless, the significance difference was found in using translation to improve English skills such as reading, writing, speaking, and listening in which high proficient learners were less likely using translation strategies than low proficient. Furthermore, the correlation analysis shows the negative correlation between English proficiency and translation strategies and a positive correlation in using translation to find differences and similarities between L1 and L2. The pedagogical implications present that high and low proficient learners were benefited using translation strategies to enhance their English skills.
Keywords
Full Text:
PDFReferences
Ali, S. (2012). Integrating Translation into Task-Based Activities- A New Direction for ESL Teachers. Language in India, 429-438.
Al-Musawi, N. (2014). Strategic use of translation in learning English as a Foreign Language (EFL) among Bahrain university students. Innovative Teaching, 1-10.
Asgarian, A. (2013). The Iranian EFL teachers' perception on translation strategy use . Procedia, 922-928.
Ashouri, A. F., & Fotovatnia, Z. (2010). The effect of individual differences on learners' translation belief in EFL learning . English Language Teaching, 228.
Baharudin, H. (2017). Translation Strategies and Techniques of Arabic Novel by University Students. Journal of Language Studies, 225-243.
Calis, E., & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia -Behavioral and Social Sciences, 5079-5084.
Cao, C. (2008). Learners' belief about and strategies of using translation in English learning: A study of college English majors in Urumqi (Master Thesis ed.). Urumqi: Xinjiang Normal University.
Dagiliene, I. (2012). Translation as a learning method in English language teaching. Studies about Languages, 124-129.
Djo, F. C. (2016). EFL Students' use of translation as a language learning tool. Salatiga: Satya Wacana Christian University.
Guerra, A. F. (2014). The usefulness of translation in foreign language learning: students' attitudes. IJ-ELTS, 153-170.
Hawkins, S. (2015). Guilt, missed opportunities, and false role models: A look at perceptions and use of the first language in English teaching in Japan. JALT Journal, 29-37.
Karimian, Z., & Talebinejad, M. (2013). Students' use of translation as a learning strategy in an EFL classroom. Journal of Language Teaching and Research, 605-610.
Li, J. (1996). Underproduction does not Necessarily Mean Avoidance: Investigation of Underproduction using Chinese ESL Learners. Pragmatic and Language Learning, 171-187.
Liao, P. (2002). Taiwanese college students' belief about and strategy use of translation in English learning (Unpublished doctoral dissertation ed.). Texas, USA: The University of Texas at Austin.
Marques-Aguado, T. S.-B. (2013). An overview of translation in language teaching methods:implications for efl in secondary education in the region of Murcia. 38-48.
Mirbazel, S. K., & Arjmandi, M. (2018). The effect of English teachers' code-switching and translation strategies on the enhancement of Iranian EFL junior secondary program students' language learning. Journal of Applied Linguistics and Language Research, 204-217.
Mogahed, M. (2011). The use of not to use translation in language teaching. Translation Journal.
Molleaei, F., Taghinezad, A., & Sadighi, F. (2017). Teachers and Learners' Perception of Applying Translation as a Method, Strategy, of Technique in an Iranian EFL Setting. International Journal of Education & Literacy Studies, 67-79.
Mutlu, G., Bayram, D., & Demirbuken, B. (2015). Translation as a learning strategy of Turkish EFL learners. International Journal on New Trends in Education and Their Implications, 236-245.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
P, L. (2006). EFL learners' belief about and strategy use of translation in English learning. RELC Journal , 191-215.
Pan, Y.-c., & Pan, Y.-c. (2012). The use of translation in the EFL CLassroom. The Phillipine ESL Journal, 4-23.
Pekkanli, I. (2012). Translation and contemporary language teacher. Procedia, 955-959.
Tan, S. (2015). The relationship between English Language Proficiency and EFL learners' use of translatio strategies. International Journal of Applied Linguistics and Translation, 55-60.
Tradzenyuy, N. C. (2016). Revisiting Translation Strategies and Techniques. International Journal of Comparative Literature & Translation Studies, 48-56.
DOI: https://doi.org/10.24071/llt.v24i1.2812
Article Metrics
Abstract view : 2122 timesPDF view: 703 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Delti Yulita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.