The Relationship between English Language Proficiency and EFL Learners’ Use of Translation Strategies
Issue:
Volume 1, Issue 4, October 2015
Pages:
55-60
Received:
13 August 2015
Accepted:
17 September 2015
Published:
24 September 2015
DOI:
10.11648/j.ijalt.20150104.11
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Abstract: EFL(English as a Foreign Language) learners tend to choose translation strategies in their English learning process. This study aims to examine the potential relationship between English language proficiency and EFL learners’ use of translation strategies, displaying the differences in the use of translation strategies between students at higher level of English language proficiency and those at lower level of English language proficiency. An ITLS questionnaire (The Inventory for Translation as a Learning Strategy) designed by Liao Posen (Liao, 2002：159-161)was distributed to 190 students in Southwest Jiaotong University who had taken the national English language proficiency assessment—CET-4(College English Test Band 4). Based on Independent Sample T-test, the results show that significant differences were found between the proficient EFL learners and the limited English proficient learners in some of the uses of translation strategies, and lower achievers were more likely to adopt translation strategies in English learning. According to Pearson Correlation Analysis and Multiple Regression Analysis, this research also found out that the use of translation to enhance English-language abilities was negatively correlated with English language proficiency and could best predict the negative performance of English language proficiency assessment. Implications for the role of translation strategies in EFL learning are discussed.
Abstract: EFL(English as a Foreign Language) learners tend to choose translation strategies in their English learning process. This study aims to examine the potential relationship between English language proficiency and EFL learners’ use of translation strategies, displaying the differences in the use of translation strategies between students at higher le...
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Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability
Issue:
Volume 1, Issue 4, October 2015
Pages:
61-67
Received:
31 August 2015
Accepted:
6 October 2015
Published:
14 October 2015
DOI:
10.11648/j.ijalt.20150104.12
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Abstract: Investigating to which extent language learning context affect Iranian EFL students’ critical thinking, this study was conducted to clarify the relationship between the variables. To achieve this purpose 90 EFL students in upper intermediate level of Payamnoor University selected, and equally divided to two groups of 45 person, the experimental group (n=45) with modern context of language learning by a web 2.0 environment on the internet and control group (n=45) with traditional context of language learning in regular classes. Sandra Lee M.C. Kay’s Researching Second Language Classroom book, published in 2008, was given to the both groups during 10 session of 120 minutes of study as a material. Pretest/posttest assessments and statistical package of social science (SPSS) t-test analyzed procedures clarified that experimental group’s language learner have a stronger critical thinking ability than control group ones. Confirming positive relation between language learning context and critical thinking ability of EFL learners, the results also show a strong willing of students to use modern, technological, more accessible, and new ways of learning.
Abstract: Investigating to which extent language learning context affect Iranian EFL students’ critical thinking, this study was conducted to clarify the relationship between the variables. To achieve this purpose 90 EFL students in upper intermediate level of Payamnoor University selected, and equally divided to two groups of 45 person, the experimental gro...
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