Using translation for teaching and learning english at some high schools in hue sử dụng phương pháp dịch trong dạy và học tiếng anh tại một số trường trung học phổ thông tại huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN HOANG KIM AU USING TRANSLATION FOR TEACHING AND LEARNING ENGLISH AT SOME HIGH SCHOOLS IN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRUONG BACH LE, Ph.D HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN HOÀNG KIM ÂU SỬ DỤNG PHƯƠNG PHÁP DỊCH TRONG DẠY VÀ HỌC TIẾNG ANH TẠI MỘT SỐ TRƯỜNG TRUNG HỌC PHỔ THÔNG TẠI HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ HUẾ, 2016 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Nguyễn Hoàng Kim Âu Date: December 19th, 2016 iii ABSTRACT The research aims to investigate teachers‟ perceptions and use of translation in teaching English as well as students‟ perceptions and use of translation in learning English, whereby some suggestions and implications can be drawn out to improve English teaching and learning efficacy Therefore, in order to collect data for the study, totally 24 EFL teachers and 90 students from high schools in Hue were chosen as participants Here, two research instruments including questionnaire and interview were employed The results of the study show that both EFL teachers and learners not only have acknowledged the role of translation but have applied such teaching tool in the process of English teaching and learning as well More specifically, teachers often use translation to teach vocabulary, idioms, and grammatical points or to explain complicated issues Regarding students, they usually use translation in class to talk with classmates in group activities and to learn words, idioms or grammar points and practice translation exercises at home After examining the results, the research also suggests some guidelines of better teaching and learning English with the support of translation The study concludes that pedagogical translation, if effectively used, can be of great values for both English teaching and learning Despite its existing difficulties and limitations, the paper may act as a useful contribution to foreign language pedagogy, especially at high schools iv ACKNOWLEDGEMENTS Firstly, I would like to express my sincere gratitude to my advisor, Dr Truong Bach Le, whose enthusiastic support and valuable advice helped me a lot in conducting the research and completing this paper I could not have imagined having a better mentor for my master study Secondly, I would like to thank the EFL teachers and students at Nguyen Hue High school, Quoc Hoc High school and Gia Hoi High school, who participated in the research as participants and gave me precious information and comments My best thanks also go to the staff working at the university library, who created favorable conditions for me to get access to necessary material and information for the study Last but not least, I would like to thank my family and friends for supporting me spiritually throughout writing this thesis in particular and my life in general Without all the aforementioned support and encouragements, this research would have never been completed v TABLE OF CONTENTS Contents Page SUB COVER PAGE i SUB COVER PAGE ii STATEMENT OF ORIGINAL AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES x LIST OF CHARTS xi LIST OF ABBREVIATIONS xiii CONTENTS OF THESIS CHAPTER I: INTRODUCTION 1.1 Rationale for the research 1.2 Objectives of the research .2 1.3 Research questions 1.4 Significance of the research 1.5 Scope of the research .3 1.6 Brief outline of the research CHAPTER II: LITERATURE REVIEW .5 2.1 Introduction 2.2 Origins and some definitions of translation 2.3 The notion of pedagogical translation 2.4 Translation in some foreign language teaching approaches 10 2.4.1 Grammar-translation method 11 2.4.2 Community language learning 12 2.4.3 Direct method 13 2.4.4 Audio-lingual method 14 vi 2.4.5 Communicative approach 15 2.5 Pros and cons of the use of translation in foreign language classroom 16 2.5.1 Arguments against translation 17 2.5.2 Arguments for translation 20 2.6 English teaching and pedagogical translation in Vietnam 25 2.6.1 Some traits of English teaching and learning in Vietnam 25 2.6.2 Pedagogical translation in English teaching in Vietnam 27 2.7 Summary 28 CHAPTER III: RESEARCH METHODOLOGY 29 3.1 Research design 29 3.2 Participants 30 3.3 Data collection 30 3.3.1 Questionnaire 30 3.3.2 Interview 31 3.4 Procedure 31 3.5 Data analysis 32 CHAPTER IV: FINDINGS AND DISCUSSION 33 4.1 Background information of research participants 33 4.1.1 Teachers‟ background information 33 4.1.2 Students‟ background information 34 4.2 Findings and discussion from questionnaires and interviews 34 4.2.1 Teachers‟ perceptions towards the use of translation in teaching English 34 4.2.1.1 Language employment in teaching English 34 4.2.1.2 The role of translation in English teaching 35 4.2.1.3 Advantages of translation towards teachers in teaching English 36 vii 4.2.1.4 Disadvantages of translation towards teachers in teaching English 38 4.2.1.5 Translation‟s efficacy on the teaching of four skills 40 4.2.2 Teachers‟ use of translation in teaching English 41 4.2.2.1 Using translation tasks and activities 41 4.2.2.2 Using translation in certain situations 42 4.2.2.3 Textbook sections in which translation is often used 46 4.2.2.4 Translation tasks often employed in terms of language 47 4.2.2.5 Translation tasks often employed in written or oral form 48 4.2.2.6 Translation tasks often employed in terms of linguistic units 49 4.2.2.7 Requirements for preparing Vietnamese meanings of new words before class 52 4.2.3 Suggestions for better teaching efficacy by using translation 53 4.2.4 Students‟ perceptions towards the use of translation in learning English 56 4.2.4.1 The role of translation in English learning 56 4.2.4.2 Preference for major types of English learning activities 57 4.2.4.3 Advantages of translation towards students in learning English 58 4.2.4.4 Disadvantages of translation towards students in learning English 63 4.2.4.5 Translation‟s efficacy on the learning of four skills 65 4.2.5 Students‟ use of translation in learning English 66 4.2.5.1 Practicing translation tasks 66 4.2.5.2 Situations for using translation in EFL classes 67 4.2.5.3 Frequently translated linguistic units for self-study 69 4.2.5.4 Mental translation when hearing or reading English 70 4.2.5.5 Mental translation before writing or speaking English 71 4.2.5.6 How students remember word meanings 72 viii 4.2.5.7 Using translation tools to support English learning 73 4.2.6 Suggestions for better learning efficacy by using translation 74 4.3 Summary 76 CHAPTER V: CONCLUSION AND IMPLICATIONS 77 5.1 Conclusion of the research 77 5.1.1 Teachers‟ perceptions and use of translation in English teaching 77 5.1.2 Students‟ perceptions and use of translation in English learning 78 5.2 Implications for better English teaching and learning efficacy with the use of translation 79 5.2.1 For teachers 79 5.2.2 For students 80 5.3 Limitations of the research 80 5.4 Suggestions for further investigations 81 REFERENCES 82 APPENDICES APPENDIX 1: Questionnaire for teachers 91 APPENDIX 2: Questionnaire for students 96 APPENDIX 3: Interview sheet for teachers 101 APPENDIX 4: Interview sheet for students 103 ix LIST OF TABLES Page Table 4.1: Background information of teachers 33 Table 4.2: Background information of students 34 x Tang, J (2002) Using L1 in the English classroom English Teaching Forum, 40(1), 36-43 Titford, C., & Hieke, A E (Eds.) (1985) Translation in foreign language teaching and testing Tübingen: Narr Tobey, D D (2005) Needs assessment basics Washington DC: The American Society for Training and Development Press Turel, V (2013) Design of feedback in interactive multimedia language learning environments Linguistik Online, 54(4), 35-49 Retrieved on 12 May 2016 from: http://www.linguistik-online.de/54_12/tuerel.pdf Vermes, A (2010) Translation in foreign language teaching: A brief overview of pros and cons Eger Journal of English Studies, 10, 83-93 Retrieved on 22 March 2016 from: http://www.anglisztika.ektf.hu/new/english/content/tudomany/ejes/ejesdokum entumok/2010/Vermes_2010.pdf Vizental, A (2008) Metodica predarii limbii engleze - Strategies of teaching and testing English as a foreign language Iasi: Polirom Seria Collegium Wilkerson, C (2008) Instructors‟ use of English in the modern language classroom Foreign Language Annals, 41, 310–320 Wisdom, J., & Creswell, J W (2013) Mixed methods: Integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models (AHRQ Publication No 13-0028-EF) Rockville, MD: Agency for Healthcare Research and Quality Retrieved on April 2016 from https://pcmh.ahrq.gov/sites/default/files/attachments/MixedMethods_032513c omp.pdf Zhao, Y (2015) Using translation in ESL classrooms: An Asian perspective International Journal of Innovative Interdisciplinary Research, 2(4), 38-51 90 APPENDICES APPENDIX 1: Questionnaire for teachers QUESTIONNAIRE (for EFL teachers) This questionnaire is designed for collecting information and ideas on the use of translation in English teaching at some high schools The obtained data is the precious material which will be used for my thesis named “Using translation for teaching and learning English at some high schools in Hue” I assure that all the collected data and comments will be used for the aforementioned purposed only, not for any others Many thanks A Background information: Gender:  Male Age:  Female  Below 25  25-34  35-44  45-54  More than 55 Experience of English teaching (year): Qualification:  Bachelor  Master  Ph.D B These are questions related to the use of translation in English teaching The questions are divided into parts, pursuant to aspects of the issue I a b c d Perceptions towards the use of translation in teaching English What language should be used when teaching English? Only English Only Vietnamese Both It depends on specific situations 91 a b c d How important is translation in English teaching? Very important Rather important Not so important Not important at all What are the advantages of translation towards teachers?(can choose more than option) a b c d e f Saving teaching time and effort Enhancing lessons‟ comprehensibility Reduce ambiguity Making the content more memorable Highlighting important matters Others (please specify): What are the disadvantages of translation towards teachers? (can choose more than option) a Reducing time for the teaching of other four language skills b Sometimes failing to keep the exact meanings or authentic style of original texts c Demotivating the lesson if overused d Taking much time and requiring considerable knowledge and skills from teachers for activity preparation e Having little supportive role in speaking and listening teaching f Others (please specify): Which language skill(s) can be taught more effectively with the support of translation? (can choose more than option) a Listening b Speaking c Reading d Writing II a b c The use of translation in English teaching How often you use translation tasks or activities to teach English? Always Usually Sometimes 92 d Seldom e Never How often you use translation in each situation below? Please tick (√) in the right box to choose 1: Never 2: Seldom 3: Sometimes 4: Usually 5: Always TT Situation 1 Explaining grammar points Teaching new vocabulary Giving and clarifying instructions Checking for students‟ understanding Giving feedback Highlighting students‟ popular errors caused by interference Explaining important or confusing issues Clarifying the similarities and differences between English and Vietnamese Testing 10 Teaching idioms Which textbook sections you usually use translation in? (can choose more than option) a Listening b Speaking c Reading d Writing 93 e Language Focus a b c What kind of translation tasks you often use in terms of language? Vietnamese-English English-Vietnamese Both 10 Do you usually use translation tasks in written form or oral form or both? a Oral translation b Written translation c Both 11 What kind of translation tasks you usually use in terms of linguistic units? (can choose more than option) a Word translation b Phrase translation c Clause translation d Sentence translation e Paragraph translation f Whole-text translation (such as a speech, an essay, an article ) 12 How often you require your students to prepare Vietnamese meanings of new words before class? a Always b Usually c Sometimes d Seldom e Never III Suggestions for better teaching efficacy with the use of translation 13 What should EFL teachers to improve English teaching with the use of translation? (can choose more than option) a Use translation in appropriate situations, not overuse it b Enrich knowledge of both the native and foreign languages c Deliver certain translating strategies and related knowledge d Make sure that translation tasks and activities employed are motivating and suitable to students‟ level e Offer more communicative translation activities, which include real interactions 94 f Use authentic translation material g Others (please specify): Thank you for your cooperation! 95 APPENDIX 2: Questionnaire for students QUESTIONNAIRE (for EFL students) This questionnaire is designed for collecting information and ideas on the use of translation in English learning at some high schools The obtained data is the precious material which will be used for my thesis named “Using translation for teaching and learning English at some high schools in Hue” I assure that all the collected data and comments will be used for the aforementioned purposes only, not for any others Many thanks A Background information: Gender: □ Male □ Female School: Years of learning English: □ 1-4 years □ 5-8 years □ More than years B These are questions related to the use of translation in English learning The questions are divided into parts, pursuant to aspects of the issue I Perceptions towards the use of translation in learning English a b c d How important is translation in English learning? Very important Rather important Not so important Not important at all 96 How would you classify these kinds of English learning activities pursuant to your preference? Score them from 1-6 1: Least favorable 2: 5th favorable 3: 4th favorable 4: 3rd favorable 5: 2nd favorable 6: Most favorable Learning activity types Preference value (1-6) Reading activities (such as paragraph analysis, answering related questions, gap-filling in paragraphs ) Writing activities (such as paragraphs/essays writing, summary writing ) Speaking activities (such as role-play, presentation, discussion ) Listening activities (such as listening to conversations and answering questions or gap-filling ) Language-Focused activities (such as error correction, grammar tasks, puzzle ) Translation activities (English-Vietnamese translation, VietnameseEnglish translation, translation analysis/evaluation ) How much you agree with those advantages of translation towards learners? Please tick (√) in the right box to choose 1: Strongly agree 2: Agree 3: Neutral 4: Disagree 5: Strongly disagree TT Advantage 1 Expanding vocabulary Enhancing grammatical knowledge Improving communicative competence Developing the ability to express ideas 97 5 Enriching general knowledge Consolidating knowledge of the two languages' cultural features Clarifying similarities and differences between English and Vietnamese Raising comprehension of English texts Highlighting errors related to interference 10 Strengthening some skills of translators and interpreters What are the disadvantages of translation towards learners? (can choose more than option) a Translation reduces students‟ exposure to L2 b Translation activities are boring and non-stimulating c Translation tasks are difficult since it requires good translation strategies and considerable knowledge of two languages d Translation tasks are not communicative and can hardly promote speaking and listening learning e Translation makes language learners dependent on their native language f Others (please specify): Which language skill(s) can be enhanced effectively with the support of translation? (can choose more than option) a Listening b Speaking c Reading d Writing II a b c d e The use of translation in English learning How often you practice translation tasks? Always Usually Sometimes Seldom Never 98 In which situation(s) in class you often use translation? (can choose more than option) a Interact with classmates in collaborative activities b Communicate with teacher c Check comprehension of texts d Learn words, phrases, idioms, grammar and structures e Prepare for tasks and activities in Vietnamese then switch to English f Others (please specify): What linguistic units you often translate as exercises for self-study? (can choose more than option) a Paragraph b Song c Essay d Word, phrase, idiom e Sentence f Others (please specify): Do you mentally translate what you read/hear into Vietnamese when learning English? a Yes b No 10 Do you brainstorm what you intend to write/speak in Vietnamese and then mentally translate them into English? a Yes b No 11 In which way you use usually remember a word meaning? a Remember its Vietnamese meaning b Remember its English meaning c Remember its English synonyms and/or antonyms d Others (please specify): 12 How often you use translation tools (such as bilingual dictionary, google translate, Wikipedia ) to support English learning? a Always b Usually c Sometimes 99 d Seldom e Never III Suggestions for better learning efficacy with the use of translation 13 What should EFL learners to improve English learning with the use of translation? (can choose more than option) a Use translation judiciously, in appropriate situations b Enrich knowledge of various aspects for better translating c Pay attention to errors related to L1 interference when doing translation tasks in order to limit them and draw some lessons d Learn more about how to use some translation tools to support English learning e Write or think in Vietnamese then translate into English to perform tasks f Others (please specify): Thank you for your cooperation! 100 APPENDIX 3: Interview sheet for teachers INTERVIEW SHEET (for EFL teachers) Should translation be used in English teaching? □ Yes   □ No If “Yes”, please answer question 3, 4, 5, If “No”, please answer question 2, 4, Please state your reasons for choosing “No”: In which situations you think should translation be used? What are the advantages and advantages of translation towards teachers? - Advantages: - Disadvantages: What are the translation tasks and activities that you often use in English teaching? (please briefly describe) - Class activities/tasks: 101 - Homework: What you think about the standpoint that the use of translation in EFL classrooms is unsuitable or even impeditive to learners’ second language development? Do you have any suggestions for improving English teaching efficacy with the use of translation? Thank you for your cooperation! 102 APPENDIX 4: Interview sheet for students INTERVIEW SHEET (for EFL students) Should translation be used in English learning? □ Yes   □ No If “Yes”, please answer question 3, 4, 5, If “No”, please answer question 2, 4, Please state your reasons for choosing “No”: In which situations you think should translation be used? What are the advantages and advantages of translation towards learners? - Advantages: - Disadvantages: What are the translation exercises that you often practice to self-study English: 103 What you think about the standpoint that the use of translation in EFL classrooms is unsuitable or even impeditive to learners’ second language development? Do you have any suggestions for improving English learning efficacy with the use of translation? Thank you for your cooperation! 104