EFL STUDENT’S PERCEPTIONS AND PRACTICES ON TRANSLATION LEARNING STRATEGIES AT SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

Authors

  • Bui Nhu Ngoc English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
  • Thai Cong Dan Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejmts.v3i1.437

Keywords:

translation, English learning strategies, translation learning strategies, perceptions and practices of translation learning strategies, Can Tho University

Abstract

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. 

Author Biographies

  • Bui Nhu Ngoc, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

    Miss Bui Nhu Ngoc is presently a senior in English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University (CTU), Vietnam. She is interested in doing research about linguistics, intercultural communication, ESP learning and teaching methodologies, learning and teaching English, and translation and interpretation as well. She can be contacted at ngocb1909465@student.ctu.edu.vn.

  • Thai Cong Dan, Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

    Mr. Thai Cong Dan, senior English lecturer, School of Foreign Languages, Can Tho University (CTU), Vietnam, is currently a lecturer in English. He has held his PhD at Naresuan University, Thailand since 2010 in Educational Administration (English program). He got his MA in Cultural aspects and Literature from University of Notre Dame du Lac, Indiana, USA in 1999. His main research interests are TEF/TESOL issues, intercultural communication, high school and higher education levels in English learning and teaching, English program management, curriculum design, testing and evaluation, professional development and educational administration. He can be reached at tcdan@ctu.edu.vn.

References

Aggabao, R. G., & Guiab, M. R. (2014). Learning Activities in Studying Literature. Researchers World, 5(3), 48.

Ahmed, D. H. (2021). The Task-Based Approach Effects on EFL Learner’s Performance. Arab Journal for Scientific Publishing, 736-767.

Arboleda-Arboleda, A., & Castro-Garcés, A. Y. (2019). Fostering language learning in the university EFL classroom through literature: A task-based approach. GIST–Education and Learning Research Journal, (19), 101-127.

Branden, K. V. D. (2006). Task-based language teaching: From theory to practice. Cambridge, UK: Cambridge University Press.

Brown, H. D. (2000). Principle of language learning and teaching. New York: Pearson Education.

Bygate, M., Skehan, P. & Swain, M. (2001). (Eds.). Researching pedagogic tasks: Second language learning, teaching, and testing, London: Longman

Devi, R., Rahayu, R., & Rahman, A. (2021, February). Small-Group Presentation as Medium for Students to Practise Analysing Literary Works. In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020) (pp. 59-62). Atlantis Press.

Ellis R. (2003). Task-based Language Teaching and Learning. Oxford, OUP.

Frost, R. (2004), A Task-based approach, British Council, Turkey.

Haimbodi, K. N., & Woldemariam, H. Z. (2019). Literary Activities for the Teaching of English in a Namibian High School Setting. The Ethiopian Journal of Social Sciences and Language Studies (EJSSLS), 6(2), 117-136.

Hui, O. L. (2004). Teachers’ perceptions of task-based language teaching: Impact on their teaching approaches. Retrieved from The HKU Scholars Hub. The University of Hong Kong.

Ismaili, M. (2013, July). The effectiveness of the task-based learning in developing students’ speaking skills in academic settings in the EFL classroom-A study conducted at South East European University (SEEU). Albania International Conference on Education.

Khatib, M., Derakhshan, A., & Rezaei, S. (2011). Why & Why not Literature: A Task-based Approach to Teaching Literature. International Journal of English Linguistics, 1(1), pp. 213-218.

Ki, W. W. (2000). ICT Applications in Task-Based Learning. In N. Law and et. al. Changing Classrooms & Changing Schools: A Study of Good Practices in Using ICT in Hong Kong Schools (pp: 79-91). Hong Kong, Friendship Printing Co., Ltd.

Lazăr, A. (2018, June). Extracurricular Activities for Fostering Language and Literature in Primary School. In 2018 10th International Conference on Electronics, Computers and Artificial Intelligence (ECAI) (pp. 1-4). IEEE.

Lazar, G. (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.

Littlewood, W. (2004). The Task Based Approach: Some Questions and Suggestions. ELT Journal 58(4), 319-326.

Maley, A. (1989). Down from the pedestal: Literature as resource. In R. Carter, R. Walker & C. Brumfit (eds.), Literature and the learner: methodological approaches. (pp. 1-9). Modern English Publications and the British Counsel.

Moore, P. J. (2018). Task-based language teaching (TBLT). In Liontas, J. I. (ed.) TESOL encyclopedia of English language teaching. New Jersey: Wiley. doi:10.1002/9781118784235.eelt0175

Nawaz, M. A. (2019). Teaching Literature Using Task Based Approach in Bangladeshi Tertiary EFL Classroom. UITS Journal, 3(2), 13-19.

Nguyen, H. B. (2013). Beliefs about support for teacher change in English for Specific Purposes university classes. New Zealand Studies in Applied Linguistics, 19(2), 36-48.

Nguyen, L. H. (2019). Film-making boosts students’ creativity. Retrieved from https://taogiaoduc.vn/hoat-dong-lam-phim-thuc-day-su-sang-tao-cua-tat-ca-hoc-sinh dated 12/10/2021.

Nguyen, T. T. H. (2010). Training students’ self-expression in English through portfolio assessment: A trial in English literature. VNU Journal of Foreign Studies, 26(4).

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667336

Perry, M. S. (2018). 21st-century skills through film production in tertiary education: A transformative assessment in literature and media course 3L The Southeast Asian Journal of English Language Studies, 24 (4), 214-232.

Pica, R., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language research and instruction. In S. Gass and G. Crookes (Eds.), Task-based learning in a second language. Clevedon: Multilingual Matters.

Rahmawati, E., Handayani, I., Aisah, S., Miranty, D., & Widiastuti, S. (2017). Developing Syllabus of Introduction to Literature for Students of English Department in Untirta. Journal of English Language Studies, 2(1).

Révész, A., & Gurzynski-Weiss, L. (2016). Teachers’ Perspectives on Second Language Task Difficulty: Insights from Think-Alouds and Eye Tracking. Annual Review of Applied Linguistics, 36, 182-204. doi:10.1017/S0267190515000124

Richards, J. and Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Sarani, A., & Sahebi, L. (2012). The Impact of Task-Based Approach on Vocabulary Learning in ESP Courses. English Language Teaching, 5 (10), 118-128.

Skehan, P. (1996) A Framework for the Implementation of Task-based Instruction. Applied Linguistics, 17(1), pp. 38-62.

Solares, M. E. (2006). TBLT: Challenges and Problems in an Online Course Design for Teacher Development. On line Documents at http://www.tblt.org/download/solares.doc [22.12.2006]

Tang, N. T., Nguyen, T. N. T., Ho, T. P., & Nguyen, H. (2021) Students’ Perceptions of the Effectiveness of Film Making/Trailers: A Literature-Related Extracurricular Activity. The Task-Based Approach Effects on EFL learner’s Performance

Torres, G. (2014). The Task-Based Syllabus: Promoting L2 Acquisition and Learner Empowerment in an EFL Classroom. International Journal of Education, 6 (2), 11-23.

Van, T. T. M. (2009). The relevance of literary analysis to teaching literature in the EFL Classroom. In English teaching forum (Vol. 47, No. 3, p. 2). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.

Willis, J. (1996). A framework for task-based learning. Harlow: Longman.

Xiongyong, C., & Samuel, M. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292-302.

Yeasmin, N., Azad, Md. A. K. & Ferdoush, J. (2011) Teaching Through Literature: Designing Appropriate Classroom Activities. ASA University Review, Vol. 5 No. 2, July–December, 283 – 297.

Downloads

Published

2023-05-08

Issue

Vol. 3 No. 1 (2023)

Section

Articles