(LUẬN VĂN THẠC SĨ) Translation as an enabling strategy for students'''' reading comprehension of it texts

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT TRANSLATION AS AN ENABLING STRATEGY FOR STUDENTS’ READNG COMPREHENSION OF IT TEXTS (Sử dụng dich thuật chiến lược việc day đọc hiểu khóa chun ngành cơng nghệ thơng tin.) M.A THESIS FIELD : English teaching methodology CODE : 601410 SUPERVISOR: VU THI THU THUY, M.A BY : DANG THI THANH VAN HA NOI – 2010 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS ACKNOWLEDGEMENTS i DECLARATION…………………………………………………………………………ii ABSTRACT iii ABBREVIATION iv CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Identification of the problem 1.3 Scopes, objective and research questions for the study 1.4 Methods of the study 1.5 Design of the study CHAPTER 2: REVIEW OF LITERATURE 2.1 Challenges of comprehending IT texts 2.2 Use of language as support of students’ reading comprehension 2.3 Translation as a classroom technique 2.4 Strategy for using translation to support students’ comprehension of IT texts 10 2.4.1 Clarifying the exact meanings of technical terms 10 2.4.2 Performing translation activities in post-reading for clearer comprehending the IT texts 11 2.4.3 Improving students’ knowledge of the language 12 CHAPTER 3: THE STUDY 3.1 Context of the study 13 3.1.1 The learning context 13 3.2.2 The learning materials 13 3.2 Methods of data collection 14 3.3 The participants 15 3.3.1 The students 15 3.3.2 The teachers 16 3.4 The procedures of the study 16 3.4.1 Problem identification 16 TIEU LUAN MOI download : skknchat@gmail.com 3.4.2 Plan of survey 17 3.4.2.1 Determining the students’ challenges in reading comprehension of IT texts 17 3.4.2.2 Helping students come over their challenges in comprehending IT texts 17 3.4.2.3 Applying translation activities in post-reading, the direct observation in class and strategy for using translation to support students in reading comprehension of IT texts 18 3.4.2.4 Evaluating students’ attitude to translation in post-reading process 19 3.4.3 Analyzing the data 20 3.4.4 Findings 21 3.5 Conclusion 21 CHAPTER 4: DATA ANALYSIS 4.1 The effects on the students’ attitude towards translation in post-reading process 22 4.2 The students’ perception of usefulness of translation to reading comprehension 34 4.3 Discussion of the above findings 36 4.3.1 What are the effects of translation on students’ reading comprehension? 38 4.3.2 What are the students’ attitudes towards translation in post-reading? 38 4.3.3 What IT students perceive of the usefulness of translation to their reading comprehension? 39 4.4 Conclusion 39 CHAPTER 5: CONCLUSION 5.1 Summary of the major findings 40 5.1.1 Students’ positive attitudes towards translation in post-reading process 40 5.1.2 Students’ perception of usefulness of translation to their reading comprehension related the strategy for using translation mentioned above .40 5.1.3 Students’ opinion on the role of translation to their reading comprehension of IT texts 41 5.2 Limitations of the study and suggestions for further studies 41 5.3 Pedagogical implications of the study 42 5.4 Conclusion 42 REFERENCES APPENDIX TIEU LUAN MOI download : skknchat@gmail.com ABBREVIATIONS L1: Language L2: Language SL: source language TL: target language IT: Information Technology ESP: English for Specific purposes FLT: Foreign Language Teaching HUBT: Hanoi University of Business and Technology E.T.M: English Teaching Methodology iii TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts CHAPTER 1: INTRODUCTION This chapter is concerned with the rationale behind the researcher‟s decision of choosing the thesis subject, and the way she investigates the effects of translation activities on students‟ achievement in reading skills for IT students Besides, the scope, the objectives, and the research questions as well as the methods and design of the study are also stated clearly 1 Rationale Never before has English become so pervasive as nowadays, and English has formally been an important subject in our educational system English is one of the languages in the world that masters in various fields globally “Better English, more opportunities” is the answer given by most Vietnamese university students when asked about their goal of learning English English can help students prepare well for their future careers as it can not only equip them with a useful source of personal, linguistic, social and cultural knowledge but also provide them with access to modern technology and information concerning a variety of issues in modern society Getting students to read English texts is an important part of our job at HUBT IT students should be able to read specialist texts in English either for careers, or for study purposes Understandably, reading is useful for language acquisition provided that students more or less understand what they read, and the more they read, the better they get at it Reading also has a positive effect on students‟ vocabulary knowledge, on their spelling and on their writing However, it is observed that IT students at HUBT who have to read to get gist information about new technology always have difficulties in translating IT texts for thorough understanding in their mother tongue For all the above reasons, it is strongly desirable for the researcher to propose “Translation as an enabling strategy for students’ reading comprehension of IT texts” as the subject of this study Identification of the problem According to the researcher‟ observation and her teaching experience she realizes that her IT students always encounter difficulties in understanding specialist reading texts TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts thoroughly after they have done many reading comprehension exercises They always have to use their mother tongue as an understanding aid Therefore, there is an additional task after doing reading comprehension known as translation or translating the text into Vietnamese (as IT students at HUBT) In the past, the prevalence of grammartranslation method led to an extraordinary phenomenon: students were unable to speak fluently after having studied the language for a long time and until recently, translation was out of favour with the language teaching community As pointed out by Duff (1994), translation was labelled “boring”, “uncommunicative”, “difficult”, “pointless” and the like, and suffered from too close an association with grammar For this reason, translation has been defined as “uncommunicative, boring, pointless, difficult, and irrelevant” However, Duff (1994) also sees there has been a revival of interest to translation due to the shift of its emphasis - to using a mother tongue as a resource for the promotion of language learning Duff (1989:7) also notes that translation is of a great value because it “develops qualities essential to all langage learning: flexibility, accuracy and clarity This combination of freedom and contraint allows the students to contribute their own thoughts to discussion which has a clear focus- text.” Therefore, translation can be considered as a tool for improving language skills Today, thanks to the new communicative approach to language teaching, translation is gradually becoming recognized as a valid activity for language practice and improvement The three qualities essential to all language learning should be taken into details Firstly, accuracy is very important for IT students, who always deal with professional technical terms as well as complicated grammar structures in their specialist reading texts The accuracy quality can be seen in the real usefulness of translation in English classes in exploiting it in order to compare grammar, vocabulary, word order and other language points in English and the student‟s mother tongue According to N J Ross (2000), if students are aware of the language differences, language interference (transfer) and intervention from their own language are likely to be reduced Secondly, clarity depends a lot on students‟ language proficiency It is observed that the students may understand the text in general However, it is sometimes difficult for them to clarify some professional terms and complicated grammar structures - syntactic IT texts feature TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts It is noteworthy that in teaching / learning ESP there has been a long-felt dissatisfaction, mainly on the students‟ part, about the exclusion or minimal use of translation in mastering complex issues Learners constantly wished to check the exact meanings of the professional terms in their native language by consulting bilingual dictionaries or asking for teacher‟s explanations There is an opinion that “rigidly eliminating or limiting the native language does not appear to guarantee better acquisition, nor does it foster the humanistic approach that recognizes learners‟ identities (Mattioli 2004: 20) Translation as a teaching tool needs to take into account a number of different aspects, such as grammar, syntax, collocation and connotation Uncritical use of translation may give learners insufficient, confusing, or even inaccurate information about the target language Thirdly, flexibility is referred quite a lot to students‟ background knowledge According to the researcher‟s observation of her IT students at HUBT she realizes that students with better background IT knowledge find it easier to understand technical texts and interpret to others legibly or clearly This means that in the case their background knowledge leads them to become more flexible to cope with challenges of comprehending IT texts Therefore, raising learners‟ consciousness can be valuable: teachers can explicitly point out differences between L1 and L2 For this purpose translation may be useful, because it can be interactive, learner-centered, then it promotes learners‟ autonomy by using authentic materials (Mahmoud 2006: 28) Although the use of translation in learning a foreign language is much maligned by language teachers, translation is widely used in learners‟ foreign language learning process It appears that learners often use translation as a learning strategy to comprehend, remember, and produce a foreign language Translation has been used by foreign language learners to facilitate language learning for centuries, but translation has played various roles under different language teaching methods While some foreign language educators may consider translation as a critical means to ensure students‟comprehension and an important writing exercise, other teachers may totally ban or discourage the use of the native language and translation in the classroom As Malmkjar stated, „the issue of the use of translation in language teaching is one on which most language teachers have a view‟(1998: 1), but fairly often, teachers‟ views are not strongly in favor of it However, relatively little research attention so far seems to have been devoted to a consideration of TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts 42 should be done is how to teach translation of IT texts so that their reading comprehension of IT texts is really improved by the help of the translation For future action, the researcher is going to apply the strategy in other IT class at HUBT with clear instructions of teaching IT terms so that students can perceive and memorize for long term Then, the researcher is going to teach the translation of relative clauses, -ed participle or passive structure Next, she is going to teach students how to translate IT texts well so that their reading comprehension of IT texts will be really improved Pedagogical implications of the study First of all, translation in post-reading process proved its effects in teaching and learning reading comprehension of IT texts Whether this small scale survey research within a limited time can not represent a bigger population of students in general, the statistic analysis result still strongly suggests the integration of translation strategies for reading comprehension into reading lessons Translation is not only applied in training professional translators, but also the fifth skill (a part from the main skills such as reading, writing, speaking and listening) so that the students are more knowledgeable, confident and skillful to achieve the knowledge of the language learning Translation of IT texts clubs should be founded to encourage students to be more interested in translation and reading technical information for perfect knowledge and their future careers Conclusion It is undeniable that the application of translation in post-reading process is very essential to the success of reading comprehension of IT texts With the attempt to improve the ability of reading comprehension of IT texts for IT students, particularly for the non-major, third year students of English at Hanoi University of Business and Technology, the writer (as well as a collaborative researcher) has just presented a survey research on the translation as an enabling strategy for students‟ reading comprehension of IT texts that she has carried out with the help of some colleagues as co-researchers The rationale that leads to the study as well as the statement of the problem has been stated in chapter one, the introduction The literature review has been presented in chapter two of the study Also, some approaches have been viewed in this chapter Moreover, the related literature to challenges TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts 43 of comprehending IT texts, the use of language 1, translation as teaching technique and strategies for using translation in reading comprehension of IT texts have been also carefully presented The study has been described in detail in chapter three The researcher has developed the methodology and procedure of the research in this part as well In chapter four, the researcher has presented the data analysis, in which the researcher analyzed all the data collected quantitatively and qualitatively The discussion of the findings with reference to the literature review and the discussion of the research questions have also been presented in this chapter Basing on some major findings, some pedagogical implications as well as some suggestions for further studies have been put in the last chapter The benefits of translation in post-reading process has been proved with emphasis on students‟ attitudes and their perception of the usefulness of translation in reading comprehension of IT texts With the success of the study, translation as an enabling strategy for students‟ reading comprehension of IT texts is also recognized and strengthened, at least in the university where the researcher is working In the future, it is hoped that more studies on translation learning and teaching will be realized, such as those listed in the further studies mentioned in the previous section Finally yet importantly, although the study still owes some shortcomings, it is the researcher‟s deeply wish that the study, to some extent, can be of help for teachers of IT English, especially for those who teach the IT students TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts REFERENCES Alireza Bonyadi, (2003) Article: “Teaching and Translation” Islamic Azad University, Urmia, Iran from http://www.forum.developingteachers.com (April 06,2003) Bernhardt, E B & M L Kamil (1995) Interpreting Relationships between First Language and Second Language Reading: Consolidating the Linguistic Threshold and the Linguistic Interdependence Hypotheses Applied Linguistics 16, 1:15-34 Chamot, A.U (1987) ‗The Learning Strategies of ESL Students‟, in A.L Wenden and J Rubin(eds.), Learner Strategies in Language Learning (Englewood Cliffs, NJ: Prentice-Hall): 71-83 Cook, V.J (1991) ―Second Language learning and Language teaching‖ London: Edward Arad Cook, V J (1992) Evidence for multicompetence Language Learning, 42, 557-591 Chamot, A.U., and L Kupper (1989) ‗Learning Strategies in Foreign Language Instruction‟, Foreign Language Annals 22: 13-24 Chamot, A.U., J.M O‘Malley, L Kupper and M.V Impink-Hernandez 1987 A Study of Learning Strategies in Foreign Language Instruction: First Year Report (Rosslyn, VA: Interstate Research Associates) Chellapan, K (1982) Trans language, Translation and Second Language Acquisition In F Eppert ( Ed.), Papers on translation: Aspects, Concepts, Implications (pp 57-63) Singapore: SEMEO Regional Language Center Duff, A (1989) Translation Oxford: Oxford University Press 10 Duff, A (1990) Translation Oxford: Oxford University Press 11 Duff, A (1994) Translation: Resource Books for Teachers Edited by A Maley Oxford: Oxford University Press 12 Ellis, R (1992) Second Language Acquisition & Language Pedagogy Clevedon: Multilingual Matters Ltd 13 Edge, J (1986) “Acquisition Disappears in Adultery: Interaction in the Translation Class” ELT Journal 40/2, 121-124 14 Eadie, J (1999) “A Translation Technique” ELT Forum 37/1, 2-9 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts 15 Galina Kavaliauskienë, Ligija Kaminskienë Translation as learning tool in English for specific purpose ISSN 1392–1517 KALBOTYRA 2007 57(3) 16 Harmer, J (1991).The Practice of English Language Teaching London: Longman 17 Hervey, S & Higgins, I (1992) Thinking Translation: A course in translation method London: Rutledge 18 Haenggi, D., & Perfetti, C (1994) Processing components of college-level reading comprehension Discourse Processes, 17, 83-104 19 Husain, K 1994 ‗Translation in the ESL Classroom: Emerging Trends‘, International Journal of Translation 1.2: 115-30 20 Husain, K 1995 ‗Assessing the Role of Translation as a Learning Strategy in ESL‘, International Journal of Translation 1.2: 59-84 21 Ismail ERTON The tale of two tales: The use of Language in Language teaching From http://library.atilim.edu.tr_kurumsal_pdfs (the Assist Prof Dr at Atilim University, Faculty of Arts and Science, Department of Translation and Interpretation) 22 Kern, R.G (1994) ‗The Role of Mental Translation in Second Language Reading‘, Studies in Second Language Acquisition 16: 441-61 23 Larson, M L (1984) Meaning based Translation: A guide to cross language equivalence University Press of America 24 Levine, M., & Haus, G (1985) The effect of background knowledge on the reading comprehension of second language learners Foreign Language Annals, 18, 391-397 25 Liao, P.S.( 2002) ‗Taiwanese Students‟ Beliefs about Translation and their Use of Translation as a Strategy to Learn English‘ (PhD thesis; Austin, USA: The University of Texas at Austin) 26 Mattioli, G (2004) On Native Language Intrusions and Making Do with Words: Linguistically Homogeneous Classrooms and Native Language Use English Teaching Forum, 42(4) p 20–25 27 Mahmoud, A (2006) Network, Journal for English Language Teacher Education, 3(3) p 9–13 28 Mahmoud, A (2006) Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure English Teaching Forum, 44 (4), p 28–33 29 Malmkjær, K (ed.) (1998) Translation & Language Teaching: Language Teaching & Translation TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts 30 Nunan, D, C Lamb (1996) The Self-Directed Teacher Managing the Learning Process Cambridge: Cambridge University Press 31 Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle & Heinle Publishers 32 Nadstroga, Z (1988) “A Communicative Use of Translation in the Classroom” ELT Forum 30/4, 12-14 33 O‘Malley, J.M., A.U Chamot, G Stewner-Manzanares, L Kupper, and R.P Russo (1985a) „Learning Strategies Used by Beginning and Intermediate ESL Students‟ Language Learning 35: 21-46 34 O‘Malley, J.M., A.U Chamot, G Stewner-Manzanares, L Kupper, and R.P Russo (1985b) ‗Learning Strategy Applications with Students of English as a Second Language‟ TESOL Quarterly 19: 557-84 35 Prof Constanza Gerding-Salas (2003) Teaching Translation-Problems and Solutions Retrieved Volume 4, No July 2000 from http://accurapid.com/journal/13educ.htm 36 Perkins, C.(1985) ‗Sensitizing Advanced Learners to Problems of L1-L2 Translation‟, in C Titford and A.E Hiehe (eds.), Translation in Foreign Language Teaching and Testing (Tubingen: Narr): 51-72 37 Ross, N J (2000) Interference and Intervention: Using Translation in the EFL Classroom Modern English Teacher, No 9(3) p 61–66 from http://www.teachingenglish.org.uk/iatefl2007/jasmina_day2.shtml Ross N J 2000 38 Titford, C (1985) ‗Translation—a Post-communicative Activity for Advanced Learners‘, in C Titford and A.E Hiehe (eds.), Translation in Foreign Language Teaching and Testing (Tubingen: Narr ): 73-86 39 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press 40 Ulrych, M (1986) “Teaching Translation in the Advanced EFL Classes” ELT Forum 24/2, 14-17 41 Urgese, T (1989) “Translation: How, When and Why” ELT Forum 27/3, 38-40 42 Widdowson, H (1978) Teaching Language as Communication Oxford: Oxford University Press TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts 43 Thomas, A (1997) “First and Second Language Use in Reading Comprehension Strategies of Japanese ESL Students” TESL-EJ teaching English as a second or Foreign, Language Vol.3 No.1 November 1997 (University of Wisconsin - Eau Claire uptonta@uwec.edu) 44 Vu Thi Thu Thuy,(2005) M.A thesis: “A study on the translation of English computer texts in Vietnamese equivalents” Vietnam National University, Hanoi University of Foreign languages and International studies 2005 45 Vu Bich Thuy, (2008) M.A thesis: “Co-operative learning as an approach to improving speaking skills for the second-year non-major students of English at Hanoi University of Business and Technology” Vietnam National University, Hanoi University of Foreign languages and International studies 2008 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts (LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts(LUAN.VAN.THAC.SI).Translation.as.an.enabling.strategy.for.students''.reading.comprehension.of.it.texts Appendix SURVEY QUESTIONNAIRE This questionnaire has been designed for my research to evaluate the effects of translation activities on students’ achievement in reading skills for IT students.Your assistance in the completing the survey would be highly appreciated All the information provided by you is solely for my study purpose, and it would be kept anonymous Thank you very much for your cooperation! □ Male □ Female  Sex:  Age: ……………………………………………………………………………………………   Where you come from? □ Rural □ Urban It is a questionnaire designed with 20 statements according to the five - point Likert scale Please circle the most appropriate point to show your attitude towards translation in postreading process The most difficult task for IT students at HUBT in their course book is specialist reading strongly disagree disagree not sure agree strongly agree Translation activity is really necessary after reading comprehension of IT texts strongly disagree disagree not sure agree strongly agree Translating helps IT students understand specialist reading strongly disagree disagree not sure agree strongly agree The translation of relative clauses from English into Vietnamese is considered as a difficult and sophisticated task for IT students strongly disagree disagree not sure agree strongly agree "Mental translation during L2 reading may facilitate the generation and conservation of meaning" Kern (1994: 441) strongly disagree disagree not sure agree strongly agree IT students - second language readers have access to their first language to help themselves to comprehend an L2 text or IT text strongly disagree disagree not sure agree strongly agree The L1 is used as a valuable strategy for overcoming obstacles in word recognition and propositional integration strongly disagree disagree not sure agree strongly agree TIEU LUAN MOI download : skknchat@gmail.com 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