INTRODUCTION
Statement of the problem
The shift towards a learner-centered approach and the rise of Communicative Language Teaching have sparked ongoing debates about the role of translation in foreign language learning Traditionally viewed as ineffective, translation has been criticized for its ties to the outdated Grammar Translation method, which limits contextual understanding and hinders vocabulary acquisition Critics like Harbord (cited in Cunningham, 2000) emphasize that relying on Grammar Translation can negatively impact learners by isolating vocabulary from meaningful contexts, thus preventing a deeper comprehension of language use.
Translation is often viewed as a mechanical process of transferring meaning between languages It is not typically seen as an effective tool for language learning, as it lacks the communicative engagement necessary to meet the diverse needs of learners.
Abandoning one's native language can be a source of stress for many learners, who seek security in their foreign language acquisition (Kavaliauskienở & Kaminskienở, 2007) Scholars have presented varying perspectives on the role of translation, suggesting that its careful use can enhance learning rather than hinder it Translation fosters a stronger connection between a learner's native language and the target language Duff (1994, p.7) emphasizes that translation serves as an effective tool for language improvement, encouraging speculation and discussion among learners.
In recent times, foreign language educators have been reintroducing translation as a valuable tool for various educational objectives Research indicates that translation activities can effectively complement traditional language teaching methods, such as reading and grammar exercises According to McDonough (2002), learners find that these combined activities significantly enhance their learning experience.
At the Faculty of English, ULIS, VNU, relying solely on English in beginner language classes can lead to misunderstandings of teachers' instructions and misinterpretations of reading materials Additionally, the emphasis on developing speaking, reading, writing, and listening skills, combined with limited class time, may hinder students' complete understanding of reading passages This highlights the potential role of translation in foreign language classrooms Nevertheless, the effectiveness and methods of translation used by teachers in these settings have not been extensively studied.
Objectives of the study
This study has been conducted in an attempt to find:
1 Certain translation activities used in the process of teaching reading comprehension
2 Whether there exists a positive correlation between the use of translation in EFL context and the improvement of students‘ reading comprehension or not
This study investigates the translation activities implemented in the classroom to enhance students' reading comprehension Additionally, it examines the positive impact of translation on the reading comprehension skills of non-English major students at the Faculty of English, Hanoi University of Languages and International Studies The findings will provide valuable insights for educators, guiding them in their decision-making regarding the integration of translation into reading activities.
Research questions
In order to achieve the purposes stated above, the study revolves around the following questions:
1 Which translation techniques were employed in the classroom as an aid to improve non-majored English students?
2 To what extent does the use of translation influence the non- majored English students' achievement in reading comprehension tests?
Significance of the study
This study highlights the importance of integrating translation into EFL classrooms, particularly for non-English major students, as it may enhance reading comprehension Teachers are encouraged to reconsider the role of translation in reading activities and explore its effective implementation The findings serve as a valuable resource for educators and researchers, providing insights that can inform teaching practices and future research in this area Additionally, educators with students at similar proficiency levels may find the results beneficial in deciding whether to adopt translation methods in their instruction.
Scope of the study
The researcher aims to examine the role of translation in reading comprehension specifically among non-English major students at the Faculty of English, ULIS, VNU, rather than investigating its use in a broader context.
The research sample consists of 70 second-year students at the Faculty of English, ULIS, VNU, all of whom are non-English majors currently studying at the A2 level according to the Common European Framework of Reference for Languages These participants were selected using a non-probability sampling method.
This study focuses on non-English-majored students, selected due to their generally lower English proficiency, reduced learner autonomy, and limited exposure to English environments By involving a larger population of these students, the research aims to enhance both the validity and reliability of the findings.
Design of the study
This paper has five chapters:
Chapter I is the Introduction which features Rationale, Aims of the
Study and Research Questions, Methods of the Study, Overview of the Study
Chapter II presents theoretical background which lays the theoretical foundation for the study by discussing Definition of Key Terms and Frameworks, and Some Related Studies Worldwide and in Vietnam
Chapter III details the methods which have been adopted and the procedures which have been followed in the study It also includes detailed description of participants and materials employed
Next, chapter IV features the results of analyzing collected data regarding students‘ performance in both Control and Experimental group
Chapter V: Conclusion ends the study by summarizing the main points, giving concluding remarks and revealing the limitations, and suggestions for further studies.
THEORETICAL BACKGROUND
Reading and Reading Comprehension Theories
2.1.1 Theories and approaches to reading as a language skill
Reading is a crucial skill for language learners, especially for those learning English as a Foreign Language (EFL) It is considered one of the most valuable and essential skills for individuals seeking to enhance their language proficiency (Farhady, 2005).
Traditional theories of reading emphasize a sequential process that begins with understanding individual words, progresses to grasping the relationships between those words within sentences, and culminates in either verbal expression or silent articulation Techniques such as the 'look-say' method exemplify this approach.
The whole word and phonic methods, often linked to meaning-emphasis approaches, involve presenting new words on flash cards prior to reading to enhance text comprehension However, these techniques face criticism for lacking context, which is essential for proper understanding and effective use of the words.
Two prominent approaches to enhancing reading comprehension skills are the Reading Component Approach and the Metaphoric Approach The Reading Component Approach breaks down reading into six essential skills and knowledge areas, highlighting the cognitive processes that impact comprehension These six skills are crucial for understanding and improving reading abilities.
(e) synthesis and evaluation skills/strategies;
(f) metacognitive knowledge and skills monitoring (Chun & Plass, 1997)
The Metaphoric Approach to reading emphasizes understanding through various metaphors, with three primary models: bottom-up, top-down, and interactive approaches The bottom-up model focuses on textual decoding, highlighting essential lower-level processes like letter and word recognition In contrast, top-down models prioritize the reader's interpretation and existing knowledge, aiding in content prediction and comprehension Additionally, some models integrate both bottom-up and top-down processes for a more comprehensive understanding of reading.
Advocates of reading theory emphasize that linguistic knowledge—encompassing orthography, lexicology, syntax, and semantics—plays a crucial role in the reading process This interaction means that deficiencies in one area can be offset by strengths in others The concept of interactive processing can be understood as the dynamic relationship between the reader and the text or as the simultaneous functioning of various reading skills In this context, readers utilize their background knowledge to interpret the information presented The interactive model highlights the importance of both lower-level skills, such as decoding, and higher-level skills, including comprehension and interpretation As Grabe notes, reading requires a combination of rapid identification skills and deeper comprehension abilities, with both skill sets working together concurrently throughout the reading process.
The Linguistic Threshold Hypothesis (LTH), also known as the "short circuit hypothesis," posits that achieving a certain level of linguistic ability in a second language is essential for effective reading in that language This implies that successful reading is closely tied to being a proficient learner of the foreign language In contrast, the Linguistic Interdependence Hypothesis (LIH) further explores the relationship between language proficiency and reading skills in a second language.
Research indicates that reading performance in a second language (L2) is closely linked to reading ability in the first language (L1), suggesting that proficiency in one's native language can facilitate the reading of foreign texts (Chun & Plass, 1997) Additionally, while specific reading strategies may differ across languages, the fundamental processes of interpreting meaning from organized visual symbols remain consistent (Wallace, 1986).
Viewing reading merely as a mechanical process overlooks essential cognitive activities involved in comprehension These activities include selecting relevant information, elaborating on previously presented ideas, following instructions, answering questions about the text, inferring implied meanings, interpreting the author's intentions, and recognizing different literary genres.
Realising the importance of reading skills development, Kellermann
(1981) proposed four assumptions concerning methods of their teaching According to her, ―reading in a foreign language
1 must be taught according to a defined pattern;
2 must be taught in well-defined stages;
3 should occur frequently, regularly, and at first intensively;
4 should be accessible to all pupils literate in the native language‖ (Kellermann, 1981, p.9)
In conclusion, research shows that individuals possess an inherent ability to comprehend beyond their current knowledge, and this comprehension significantly improves with consistent and extensive reading Conversely, insufficient practice and stimulation can diminish understanding Therefore, prioritizing effective reading instruction and skill development is essential for foreign language educators.
The essence of reading lies in the reader's mental processes rather than the text itself (Nunan, 1995, p.65) Therefore, language educators and researchers should prioritize understanding how readers derive meaning, focusing on the cognitive strategies employed during the reading process This approach emphasizes the significance of the reader's interpretation and comprehension over the textual elements.
Comprehension is essential for both reading and listening, as it allows individuals to gather information, explore diverse worlds—real and fictional—and communicate effectively, ultimately contributing to academic success.
Reading comprehension is a dynamic mental activity that engages with text to extract meaning (Farhady, 2005) Models of reading illustrate the reading process and can be categorized along a continuum of two contrasting approaches: bottom-up and top-down (Barnett, 1988).
Good reading comprehension involves reading the words on the page, accessing their meanings, computing the sense of each sentence and much else as well
Successful comprehension results in a mental representation of the events described in the text, encompassing the causal relationships between these events, the objectives of the protagonists, and the relevant spatial and temporal context of the storyline.
The Role of Translation In Teaching EFL
Translation is essential in our globalized world, particularly in multilingual Europe, where it is utilized daily (Leonardi, 2010) Defined as the process of changing from one language to another (Merriam-Webster, 1986), translation involves altering the form of a language, which includes words, phrases, and sentences, known as the surface structure (Larson, 1998) In this process, the form of the source language is replaced by that of the target language, facilitating effective communication across different languages.
Translation serves as a bridge between the source and target languages, encompassing various meanings It can denote the overall field of translation, the outcome of the translation process (the translated text), or the act of translating itself This intricate process involves a translator converting a written source text (ST) in the original language (source language or SL) into a written target text (TT) in a different language (target language or TL) (Munday, 2001, p 4).
Translation is viewed differently by linguists, methodologists, and teachers, leading to significant debate and criticism regarding its role in foreign language teaching Dagilienė (2012) highlights that this disagreement stems from various studies conducted over the years, some supporting the use of translation as a learning method while others dismiss it entirely Ultimately, Dagilienė concludes that the mixed perceptions surrounding translation in education warrant further examination.
―translation was considered as inefficient, unreliable and irrelevant‖ (2012, p.2) Significant limitations led to the idea that the use of translation in language learning had to be avoided
On the other hand, the term ―communicative translation‖ is an attempt
Semantic translation aims to closely replicate the effects experienced by readers of the original text, focusing on preserving both the semantic and syntactic structures within the limits of the target language This approach seeks to convey the precise contextual meaning of the original work, ensuring that the essence and nuances are effectively communicated to the audience.
Second language learners consistently access their first language (L1) while processing their second language (L2), as they do not completely switch off their L1 (Cook, 1992) Therefore, teachers should not treat L2 in isolation from L1, since the L1 is inherently present in the minds of L2 learners The knowledge being developed in L2 is intricately linked to their existing L1 knowledge, highlighting the importance of integrating both languages in the learning process (Cook, 1992).
Research on the extent to which non-native speakers think in their target language (TL) during the early stages of language acquisition remains limited, despite observations made by L2 learners about their native language.
The effectiveness of thinking in the target language (TL) compared to the native language (L1) remains a topic of debate, as the precise role of L1 in second language (L2) reading comprehension is still unclear (Cohen, 1995; Kern, 1994) A survey conducted among bilingual and multilingual university students revealed that individuals often shift between languages, which can occur both unintentionally—when the brain finds it easier to think in one language—and intentionally—when using another language to clarify grammar or vocabulary in the target language (Cohen, 1995).
―Meaning is a communicative and therefore a social phenomenon
Meaning only emerges through communication, inherently a social activity, while language encodes this meaning Thus, the process of constructing meaning is simultaneously social and linguistic.
Meaning is not solely contained within language; it is co-created through interactions between individuals during each instance of communication (Farahzad, 2004, p 79) Additionally, while L2 texts maintain a fixed aspect of meaning, they often vary in interpretation from the source text and allow for a broader range of interpretations in the target language.
Translating target language texts into one's native language can significantly enhance reading comprehension skills This process involves analyzing various textual features such as sentence structures, context, and register, which are crucial for understanding the material Unlike casual reading, translation requires a greater degree of focus and attention, making it a more effective method for grasping complex texts (Chellappan, 1982).
2.2.2 Translation in Foreign Language Teaching
2.2.2.1 Objections and Disadvantages of using translation in EFL context
Research on the use of translation in EFL/ESL classes highlights the importance of distinguishing between two types of translation: pedagogical translation and real translation These two forms differ in three key areas: their function, the object being translated, and the intended audience Understanding these distinctions is crucial for effective language teaching and translation practices.
The late 19th century Reform Movement marked the beginning of opposition to translation in foreign language teaching, which was further challenged throughout the 20th century by advocates of various methods such as Audio-Lingual, Direct, Natural, and Communicative Language Teaching.
The historical evolution of translation in language learning reveals that the Grammar Translation Method, once dominant in classrooms, faced growing criticism due to its limited focus on oral proficiency In response to this dissatisfaction, 19th-century reformers in Europe advocated for a more balanced approach to language education, emphasizing the need for enhanced speaking skills alongside traditional grammar instruction.
―translation should be avoided, although the native language could be used in order to explain new words or to check comprehension‖ (Richards & Rodgers
The Direct Method, established by reformists like Sweet, banned the use of students' mother tongue (L1) in the classroom, as noted in Wharton (2007) However, Cook (2010) points out that Sweet did not entirely dismiss translation and explicit grammar teaching; rather, the prohibition of translation was largely a practical response to shifts in the demographics of learners and teachers.
Duff (1994) argues that teachers oppose the use of translation in foreign language classes due to its limitations, as it is primarily text-bound and focuses only on reading and writing skills He emphasizes that translation lacks communicative value because it does not promote oral interaction Additionally, Duff points out that relying on the mother tongue is undesirable and that the process of translation can be tedious for both students and teachers.
The Role of Translation in Reading Comprehension
Translation serves as an effective guided practice for enhancing reading skills Prior to translating a text, it is essential to conduct a thorough reading and detailed analysis to understand its content, including the what, how, and why of the message (Leonardi, 2009, p.143) This careful analysis not only boosts students' reading comprehension but also fosters vocabulary development Additionally, translation aids in improving writing skills by facilitating the transfer of ideas from one language to another.
According to 2010, effective translation must seamlessly convey the original text's style and context while adhering to the conventions of the target language As a communicative activity, translation fosters interaction between teachers and students, encouraging learners to engage actively in the process.
Engaging in discussions about the rights and wrongs of translation not only enhances students' speaking skills but also fosters their listening abilities By interacting with both the teacher and peers, students gain valuable insights and improve their comprehension through active participation in conversations surrounding translation topics.
When learners read a passage in a foreign language, they engage in complex mental processes where the meanings of words arise from the generalization of concepts and the synthesis of various perceptive experiences This interconnection between thoughts, words, and meanings suggests that it is more beneficial to study them as an integrated system rather than isolating each component and strictly defining their boundaries.
Vygotsky introduces the concept of inner speech, suggesting that reading involves transforming words into meaningful thoughts He posits that inner language serves as a translation of words into thought, where meaning must be converted into sense Paulhan, as cited by Vygotsky, describes sense as the totality of psychological events triggered by a word, indicating that meaning is merely one aspect of sense The context in which a word is used significantly influences its sense, as it can change based on different contexts Vygotsky's notion of "inner speech" refers to an internalized language used for personal understanding, contrasting with external speech meant for communication with others For English as a Foreign Language (EFL) learners, particularly those at beginner and low-intermediate levels, reading often involves an unconscious mental translation to derive meaning Kern defines this mental translation as the cognitive process of reinterpreting L2 words and phrases into L1 while engaging with L2 texts Research indicates that mental translation is a prevalent strategy among high school and adult language learners.
The reading process can be understood through three main models: bottom-up, top-down, and interactive approaches Bottom-up models focus on lower-level reading processes, starting with basic letter and sound recognition, which progresses to morpheme and word recognition, ultimately leading to the understanding of grammatical structures and longer texts (Nunan, 2003) In contrast, top-down models emphasize the reader's role, where comprehension is driven by background knowledge and predictions that the reader confirms or rejects through the text Interactive models merge these two approaches, suggesting that reading involves synthesizing information from various knowledge sources simultaneously.
Translation serves as an interactive method for reading comprehension, combining both bottom-up and top-down approaches It involves recognizing letters and words in a foreign language while also leveraging prior knowledge, life experiences, and content schemata to enhance text understanding.
Previous studies
The use of translation in language teaching has limited support, resulting in a scarcity of research on the topic However, notable studies have emerged, such as Cohen's (1995) investigation, which found that bilingual or multilingual individuals often shift their thinking between languages to grasp the grammar and vocabulary of a target language Additionally, research by Jahangard et al further explores this phenomenon, highlighting the complexities of language processing in multilingual contexts.
A 2010 study on high school students investigated the effectiveness of the translation method for enhancing lexical knowledge and its impact on reading comprehension The findings revealed a significant improvement in reading scores among learners in Grades One and Two following the introduction of vocabulary instruction treatments.
According to Liao (2006), translation is a commonly utilized learning strategy among beginning and intermediate-level ESL learners, as highlighted in O'Malley et al.'s study (1985) The research identified translation as accounting for 11.3% of cognitive strategy use, ranking just below repetition (19.6%), note-taking (18.7%), and imagery (12.5%) This indicates the significant role of translation in the language learning process.
Using native language in the classroom can lead students to mistakenly believe that English words and structures correspond directly to their first language To address this, it is essential to increase students' awareness of the differences between languages, encouraging them to think comparatively and understand the unique characteristics of English.
Kern (1994) examined the cognitive strategies employed by L2 learners, specifically focusing on the role of translation in understanding L2 texts In his study involving 51 English-speaking students reading a French text, he discovered that participants frequently utilized translation to enhance their comprehension, suggesting that "mental translation during L2 reading may facilitate the generation and conservation of meaning." This finding was further supported by a partial replication conducted by Hawras (1996), who posited that for beginner language learners, "mental translation is not just the major, but the only comprehension tool at the student’s disposal." While this assertion may be contested, it underscores the significance of L1 in the early stages of L2 acquisition.
Zohrevandi (1992) highlighted a communication activity that integrates translation, where students are grouped and assigned words and phrases in their first language (L1) to complete an English dialogue Each group then role-plays their dialogue, with the best performance receiving an award, while also analyzing their work in terms of semantics, syntax, and pragmatics Additional activities suggested include translating movies into English and acting them out, which enhance students' skills in reading, listening, speaking, writing, and translation Levenston (1985) also supports the use of translation as an effective tool in communicative language teaching, proposing role-play scenarios where students act as interpreters in real-life situations, such as in stores or banks, thereby emphasizing translation's role in facilitating communication rather than merely serving as grammar drills.
Limited research has been conducted on the use of translation as a technique in English as a Foreign Language (EFL) classes A study by Nazary (2008) focusing on Iranian university students revealed that they generally hold a negative attitude towards the incorporation of translation in their classroom learning.
Another paper written by Negari (2011) attempts to investigate the role of translation in improving EFL learners‘ reading comprehension To that end,
A study involving 120 English learners from various language institutes utilized the Michigan Test of English Language Proficiency to assess their skills Participants were randomly divided into two control groups and two experimental groups Results indicated that the translation technique significantly influences reading comprehension among intermediate-level learners These findings have valuable implications for teaching language skills, translation studies, and lesson planning.
A study by Hosseini-Maasoum and Mahdiyan (2012) investigated the perspectives of Iranian adult learners on the use of translation in their classes, hypothesizing that teacher-provided translations could enhance comprehension Thirty novice adult learners expressed their opinions, followed by interviews with nine participants In the experimental phase, learners were divided into an experimental group, which received reading instruction through translation, and a control group that did not After eight weeks, results indicated a significant difference in reading comprehension test scores between the two groups Additionally, questionnaires and interviews revealed that students appreciated the use of their mother tongue to aid understanding of reading materials.
In Vietnam, researchers are evaluating the role of translation in language teaching, with a notable study by Vu (2006) focusing on its application in upper-secondary English textbooks Utilizing a mix of qualitative and quantitative methods, including questionnaires, reading comprehension tests, and classroom observations, the study finds that incorporating translation in reading lessons serves as a valuable resource for both teachers and students It emphasizes the importance of encouraging learners to bridge their first language (L1) and second language (L2) to achieve proficiency, while also highlighting the need for teachers to be mindful of the appropriate use of translation in their instruction.
Dang (2010) conducted a study on the role of translation as a strategy to enhance students' reading comprehension in Information Technology texts By utilizing both quantitative and qualitative methods, the research identified specific challenges faced by students with specialized passages The findings revealed that most students were eager to engage in post-reading activities, particularly translating texts Weak students gained confidence and were more willing to seek help, while stronger students felt more valuable and improved their own knowledge and academic performance by assisting their peers Overall, the application of translation led to significant progress in students' comprehension skills.
There has been insufficient exploration of translation's role in reading lessons for non-English majors at the university level, highlighting a significant gap that this research aims to address.
METHODOLOGY
Procedures
To prepare for the experimental phase, the researcher administered a brief questionnaire to the target population to gather their views on translation as a means to enhance reading comprehension The findings are presented in the table below.
1 Translating helps me understand textbook readings
2 Translating helps me learn English phrases 4.13
3 Translating does not help me make progress in learning English
4 Using Vietnamese translation while studying helps me better recall the content of a lesson later
5 I like to use Vietnamese translation to learn
6 Vietnamese translation reduces the amount of
7 At this stage of learning I cannot learn English without Vietnamese translation
8 I feel pressure when I am asked to think directly in English
9 I tend to get frustrated when I try to think in
10 When using English, it is best to keep my
Vietnamese out of my mind
11 Translation does not help processing information in my mind
12 I feel a given translation of the text increases my self-confidence in answering the comprehension questions
FINDINGS AND DISCUSSION
Research question 1
In this study, only the experimental group engaged in translation activities within the classroom, while the control group did not participate in these exercises It is important to clarify that the objective of these translation activities is not to train future professional translators, but rather to enhance learners' understanding and proficiency in the English language.
A study by Dagiliene (2012) highlights the dual role of translation activities in language learning, indicating that they not only follow grammatical and lexical exercises to address specific learner challenges but also serve as a foundation for enhancing oral skills To effectively incorporate translation activities into lesson plans, various key factors were considered during the design process.
Selecting an appropriate and engaging text for translation activities is crucial, as it must align with the learner's needs Additionally, the chosen material should have the potential to foster meaningful discussions, enhancing the overall learning experience.
Translation should be viewed as a supplementary activity in the classroom that fosters discussion rather than the sole focus Engaging in pair and group work is beneficial as it allows students to share and debate their ideas, ensuring that all participants are actively involved in the learning process.
In this study, translation activities consist of pre-translation, while-translation and post-translation exercises, which will be discussed in the following parts a Pre-translation activities
The pre-task phase is essential for preparing students to engage effectively in language tasks, focusing on post-reading activities, grammar, and vocabulary through practical exercises During this phase, the teacher introduces the topic, establishes the context, and teaches necessary vocabulary and phrases, serving as scaffolding to enhance and consolidate students' language skills Additionally, while-translation activities further support the learning process.
There were multiple activities employed in this step of the lesson First of all,
The "Lost in Translation" activity, inspired by Weschler's (1997) concept, involves a group of 35 students arranged in a circle Each student is assigned a number from 1 to 5, with even-numbered students receiving unique English sentences and odd-numbered students receiving translations of those sentences in their native language Students translate the main idea of their assigned sentence and write it below the original, then fold the paper to hide the original text They pass their papers clockwise, repeating the translation process until the paper completes the circle or the teacher decides to end the activity.
Students analyzed the nuances lost in translation, which enhanced their vocabulary essential for comprehension This exercise also engaged them in a consciousness-raising activity focused on the grammatical and contextual differences between Vietnamese and English.
Next is the demonstration of the second activity First of all a discussion on the translation topic was initiated Active words and terms were explained in
In a language learning activity, students receive a list of key vocabulary in their native language alongside an English text Working in pairs, they identify English equivalents for the listed words and compare their findings The learners then focus on translating and analyzing the more challenging sections of the text Following this, they engage in comprehension exercises, which include answering questions, determining the truthfulness of statements, and formulating general inquiries about the text's content To conclude the lesson, students are tasked with writing a summary, reinforcing their understanding and retention of the material.
In this final step, activities are mostly focused on rewarding, rewriting, revision and evaluating
Students were encouraged to reflect on their task performance, identifying strengths to maintain and weaknesses to address They focused on problematic forms during the task, which helped raise their awareness of areas needing improvement Through consciousness-raising tasks, production practice, and analytical activities, students can better recognize their weaknesses and enhance their skills through targeted reinforcement activities.
Students explored how certain sentences could be utilized in dialogue, focusing on their contextual and meaningful fit This exercise aids in recognizing subtle structural differences in sentence construction, particularly concerning wording and idiomatic expressions Subsequently, students can perform the dialogues they created in English, supported by appropriate translations documented during group work.
In the control group, students engage in reading activities without translation assistance During the pre-reading stage, they are introduced to vocabulary and grammar relevant to the passages, with the teacher explaining new words exclusively in English Additionally, students are encouraged to share ideas related to the topic before reading Afterward, they have time to read and complete tasks, relying on context to infer the meanings of unfamiliar words This approach, characterized by the teacher's frequent use of English and minimal use of Vietnamese, sets the control group apart from others.
The following is a demonstration of a task-based translation method used in this study The lesson plan describes the procedures in the pre-task, during- task, and post-task phases
The activity titled "Where do we go for our class trip?" was designed to engage college students in selecting a destination for their class trip during long holidays This task not only motivates students by allowing them to complete a real-life project using the language they are learning but also aligns with the "Traveling" theme found in Unit 3A, "Where are you going?" of the New English File Pre-Intermediate course book.
In the pre-task phase, the teacher organizes students into groups of four and introduces a task centered around four potential destinations for their graduation trip Each group is assigned articles to research information on scenic spots and prices, which they will present to the class During their presentations, students must effectively persuade their classmates to support their chosen destination Following each presentation, a voting process will determine the most popular trip destination, with the groups receiving the highest votes earning extra credit as a reward.
To support lower-level students in describing a trip in English, the teacher prepares four articles for each destination Instead of translating the entire text into Vietnamese, students are encouraged to underline ten sentences that best capture the features of the places After this, they draft a Vietnamese-to-English translation, while the teacher circulates to provide assistance with unfamiliar words and phrases At the end of the class, the teacher collects and revises the drafts, which helps identify necessary grammar points and vocabulary that need further instruction.
The teacher provides targeted grammar instruction for specific areas where students lack proficiency, followed by practice exercises to reinforce their understanding After students complete their writing tasks, they review their work and seek clarification on any revisions Grammar concepts are introduced only after students have engaged with the language, allowing them to identify their own grammatical issues, which facilitates comprehension Once the language challenges are addressed, students prepare presentations, often using PowerPoint to enhance clarity and engagement During the presentations on their favorite graduation trip destinations, peers fill out a comprehension sheet with questions to assess understanding, allowing responses in either Vietnamese or English.
Research question 2
This concluding chapter will encapsulate and assess the key outcomes of the study, highlighting the significant findings derived from the research Additionally, it will address the limitations encountered, leading to a series of recommendations for future research endeavors.
This research employs both qualitative and quantitative methods to explore the role of translation in enhancing comprehension for learners A pilot study was conducted with seventy non-English major learners who completed a questionnaire regarding their views on translation as a strategy for improving reading comprehension Subsequently, an experimental phase included a pre-test and post-test to assess the validity of the learners' claims about the effectiveness of translation in their learning process.
After eight weeks of instruction, a significant improvement in students' reading comprehension was observed, with nearly all participants demonstrating enhanced abilities in the posttest Additionally, the students expressed a positive attitude towards the learning experience in the follow-up questionnaire.
The study concludes that translation positively impacts the reading comprehension of EFL learners at the intermediate proficiency level Additionally, it highlights that the combination of teaching methods and proficiency levels enhances learners' reading comprehension This suggests that mental translation during second language reading aids in meaning generation and retention, enabling readers to process complex L2 texts in a more familiar and memory-efficient manner (Kern, 1994).
The results will also alert teachers to consider translation as an important device for promoting reading comprehension Teachers have to consider this