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The Role of Translation in Foreign-Language Teaching

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The Role of Translation in Foreign-Language Teaching THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral. No se autoriza su reproducción u otras formas de explotación efectuadas con fines lucrativos ni su comunicación pública desde un sitio ajeno al servicio TDR. Tampoco se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al contenido de la tesis como a sus resúmenes e índices. WARNING. Access to the contents of this doctoral thesis and its use must respect the rights of the author. It can be used for reference or private study, as well as research and learning activities or materials in the terms established by the 32nd article of the Spanish Consolidated Copyright Act (RDL 1/1996). Express and previous authorization of the author is required for any other uses. In any case, when using its content, full name of the author and title of the thesis must be clearly indicated. Reproduction or other forms of for profit use or public communication from outside TDX service is not allowed. Presentation of its content in a window or frame external to TDX (framing) is not authorized either. These rights affect both the content of the thesis and its abstracts and indexes. UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar Pınar ARTAR THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING DOCTORAL THESIS Supervised by Prof. Dr. Anthony Pym Intercultural Studies Group UNIVERSITAT ROVIRA I VIRGILI Tarragona 2017 UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar Anthony Pym URV. Av. Catalunya 35 43002 Tarragona, Spain [email protected] July 5, 2017 I hereby certify that the study The role of translation in foreign-language teaching, presented by Pınar Artar for award of the degree of Doctor, has been carried out under my supervision at the Department of English and Germanic Studies of the Rovira and Virgili University and meets all legal requirements. Professor Anthony Pym Intercultural Studies Group Universitat Rovira i Virgili UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar Acknowledgements If this thesis is now available for reading, this is made possible as a result of the invaluable support and strenuous efforts of many people that walked into my life. Foremost, I feel incredibly privileged to have worked with Dr. Anthony Pym as my thesis supervisor, who has always made the distances closer in every sense. I am indebted to him not only for his critical comments and insightful academic advice but also for his facilitative attitude that has always made me believe that he would turn the impossible into possible. Above all, I have to offer him a heartfelt thanks for being as interested in my health and well-being as my research. I would like to thank to every single learner, teacher and student-teacher participant who willingly spared their time to complete the inventory or the online survey and shared their valuable comments with me. This thesis would not be possible without their participation. I have to acknowledge the help of Esther Torres Simón, who has always kindly answered all my questions and facilitated all the bureaucratic work from the very beginning to the end. I am indebted to Asst. Prof. Dr. Duygu Güngör and Assoc. Prof. Dr. Oğuz Başokçu for spending hours with me to conduct the statistical analysis and for working meticulously to make things as clear as possible for me. The PhD journey was a snapshot of my life with all its failures and victories. One person has always been there for me not only to applaud my success but also to give a hand when I fall. If this thesis is completed, I owe a lot to Nihat Koçyiğit who inspired me with the idea of applying the program, motivated me to work whenever I was on the edge of giving up and patiently tolerated all my complaints. His help at every single stage of the production is invaluable and I am exceptionally fortunate to have met him. I would like to thank all my friends for accepting my apologies whenever I had to decline their invitations for the sake of spending hours in front of the computer. I would like to express my special thanks to my big family for their patience and understanding about the time we could have spent together and their motivating remarks. I am greatly thankful to my parents who have always been ready to offer their unconditional help. If I could spend hours in front of the computer, this was possible i UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar because my mom Ayşegül and my dad Ümit devotedly spent hours with Ada, my daughter. It would not be possible to spend so much time on this work unless they agreed to take care of Ada during the long hours I spent working. I am extremely fortunate to have such self-sacrificing parents who apparently made me feel that I am their priority. The most difficult part of this thesis production has always been explaining my husband, Tuncay, why I still cannot manage to conclude it. I know that he has waited impatiently for this victory. He has always been the one that encouraged me to work more with his severe criticisms and endless questions starting with “When…?” I owe him the most; not only for his patience and tolerance but also for his continuous support and endless love. It is difficult to express my whole gratitude to Ada, for choosing me as her mom, for looking in my eyes so hopefully and for brining joy and happiness in my life. I would definitely have given up several times if I had not promised myself to be a role model for her who chooses to fight rather than run away. I hope she forgives me for missing some really important moments of her in order to study. ii UNIVERSITAT ROVIRA I VIRGILI THE ROLE OF TRANSLATION IN FOREIGN-LANGUAGE TEACHING Pinar Artar Abstract Translation, a basic means of communication, has been disfavored and even ignored in the teaching of foreign languages. This research explores the extent to which people involved in foreign-language teaching in Turkey use translation in class, what they think about translation, and whether translation activities improve students’ language skills. A 33-item Beliefs Inventory was used to identify the initial beliefs of 30 learners and 32 student-teachers on a five-point Likert Scale, while an online survey was used determine the initial beliefs of 244 teachers. The results obtained from this initial administration of the Beliefs Inventory indicate that learners and student-teachers are relatively well disposed to the use of translation, whereas teachers tend to avoid it in their teaching. An experiment group of 16 learners was involved in translation activities for eight weeks, while a control group of 14 learners did English-only activities. At the end of this period, the Beliefs Inventory Questionnaire was administered once again. The results indicated no significant change in the beliefs of the learners. In addition to their beliefs, the success of learners was also considered as an important indicator. Thus, the pre-test and post-test scores of the learners were analyzed to find out whether there was any change in their success at writing and speaking in English. The comparison shows that there is a significant improvement in the writing performances of the learners, whereas the translation activities seem to have not improved their speaking performance significantly. Given these results, it can be concluded that translation need not be avoided while teaching or learning a foreign-language under these conditions, as learners are likely to benefit from it with respect to their writing skills.
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