While translation in L2 learning/teaching has been viewed negatively
since the 1950s in North America, in the late 1980s a re-evaluation of
translation has begun (Duff, 1989). The purpose of this research is to
explore text-level translation from the learner’s perspective, as this kind of
research, at present, remains quite scarce (Krings, 1987). This study focuses
on text-level translation as a useful component of second language (L2)
learning/teaching. Adult L2 learners’ translation processes and performance
are examined and contrasted with the same group’s Li and L2 writing
performance.
Twenty-two Japanese ESL students studying at a Canadian college
performed three tasks individually (translation from Li into L2, Li writing,
L2 writing), thinking aloud. Their writing samples were evaluated, and
think-aloud protocols were analyzed, supplemented by interviews and text
analyses.
The data were analyzed with attention given to four recent cognitive
theories of language learning: Cummins’ theories (1986) of cross-linguistic
interdependence of cognitive academic skills; Schmidt’s “conscious
attention” (1990); Swain’s “i+1 output” hypothesis (1985); and
McLaughlin’s “restructuring” (1 990b).
Findings: 1) The correlations of the quality of translation, Li writing,
and L2 writing of L2 learners (whose Li writing skills are still developing)
were not significant. 2) The learners’ conscious attention to language use was high in the translation task, but unexpectedly low in the L2 writing.
Their language use was more sophisticated in the translation than in the L2
writing. 3) Some students preferred translation tasks to L2 writing tasks,
expressing their views which were consistent with the “i+1 output”
hypothesis. 4) Contrary to general expectation about student translations, the
students did not translate word for word; they often restructured Li/L2
correspondences, and examples of “restructuring” were not limited to the
word level.
General conclusions: Cross-linguistic interdependence among
translation, Li writing, and L2 writing was not confirmed clearly. However,
there was evidence that translation processes prompted conscious attention,
“i+1 output”, and restructuring, which some consider to be necessary for
second language learning. Thus translation in L2 learning deserves a closer
look as it provides potential opportunities for learners to learn a second
language. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/8818 |
| Date | 05 1900 |
| Creators | Uzawa, Kozue |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 3624281 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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