Beginners’ Attitude towards Doing and Using Translation Exercises in Reading Comprehension Classes

Abstract

Due to the dominance of the monolingual approaches to foreign language teaching, translation was either marginalized or definitely banned. The role of translation has been criticized for being inappropriate, developing laziness and causing interference which are regarded detrimental to foreign language learning. However, with the technological advancement and the great need for communication, the role of translation started to grow steadily. Nowadays, translation is being perceived differently from the past. Theorists, scholars and pedagogues are currently reconsidering the facilitative role which translation can play in foreign language teaching in general and the EFL in specific. The main purpose of this study was to investigate Moroccan beginner learners’ attitudes towards the use of translation exercises in reading comprehension classes. To do this all, the study employed a quantitative method. For this purpose, 63 Moroccan middle school beginner learners of English were asked to answer a five-point Likert scale questionnaire after going through the experience of doing translation activities in reading comprehension classes for a school year. Data analysis and statistical calculations revealed that beginner learners appreciated doing translation exercises. Analysis also showed that the students have a positive attitude towards incorporating translation exercises in the teaching of reading comprehension.

Keywords: foreign language learning, reading comprehension, translation exercises

DOI: 10.7176/JEP/13-32-02

Publication date: November 30^th 2022