An Investigation on the Major Problems Encountered in Translating English into Wolaita Language: Two Selected Primary Schools in Focus

Abstract

The main aim of this study was to investigate the major problems encountered in translating English into Wolaita language on students’ learning of English at the two selected primary schools. For selecting students, simple random sampling technique was employed. Concerning the sample size, top-three (first 3 ranking) students were selected to be interviewed from the two schools having 11 sections, 6 from Hobicha Borkoshe and 5 sections from Hobicha Bada primary school. In this way, 33 sample students were selected from the two schools to be interviewed. The predominant instrument employed for data collection from the sample respondents was recording; as a result, three different English teachers’ classroom lessons were audio-taped having one BA holder from Hobicha Borkoshe primary school and two diploma holders from Hobicha Bada primary school. Moreover, lessons were audio-taped so as to get rich data on the translation activities conducted in the classroom and to get the data that may appear difficult to get through other tools.  Another major purpose of this instrument was to analyze the lessons presented and translated in connection to the major criticisms forwarded against the use of translation and students’ L1 in English classroom. Even though the researcher introduced teachers that observation and recordings were for the research purpose only, the exact objectives of this study were not disclosed. This was intended to prevent the problem of sensitizing teachers and students to show behavior different from the usual ones and by the help of this technique to get more natural data. To analyze the responses given through each tool, descriptive survey method was employed. Results of the data show that both teachers and students have positive attitudes toward the use of translation except a few who reject it. The study also showed that teachers use translation in English classroom. Even if audio-taped lessons indicated some mismatch of translated sentences and the original English language versions, the majority of sample students further agreed that translation and L1 use helps them to make difficult concepts easy; to feel comfort; to feel at ease, and develop target language vocabularies. In contrast to this, some sample students and teachers did not disclose the problems that might affect students’ English learning ability. Again, audio-taped lesson results indicated that time devoted to English language was found to be insignificant compared to the time taken by the students’ L1. The data obtained through audio-taped lessons also revealed that there were some problems of meaning difference between English and translated versions. Sentences and phrases often are mistranslated and confuse concepts while translating. Based on the findings, it is also essential to design an English course considering the relative importance of translating English into the students’ first language. The study also suggested that translating English text books into the students’ L1 would have a paramount importance on the students’ ability to learn the target language. In addition, it is necessary to consider some impacts of an over-implementation of translation and the students’ first language in a classroom.

Keywords: Major problems encountered, Translating Englishinto Wolaita Language, & Primary schools

DOI: 10.7176/JEP/10-10-04

Publication date: April 30^th 2019