Iranian EFL learners' Perception of the Use of L1 to L2 Translation Task in General English Classes

Alireza Raeiszadeh, Godarz Alibakhshi, Elkhs Veisi, Bahman Gorjian


The use of first language in learning a second language has always been a controversial issue in language methodology. While some foreign language teachers may think of translation as a critical means to ensure students’ comprehension and a very significant writing exercise (Atkinson, 1987), other researchers (e.g., Harbord, 1992; Gorsuch, 1998) may totally forbid or discourage the use of the students' native language and translation in the classroom. Despite such controversies, it is not yet known whether Iranian learners have negative or positive beliefs about the use of L1 to L2 translation tasks in their English learning. In doing so, 200 participants were selected through convenience sampling and divided into two groups of pre-and upper intermediate. Two instruments were used to collect the data. Inferential and statistical statistics techniques were used to analyze the data. The results of data analysis indicate that the participants of the study believe that they use translation tasks to learn all language skills. The results also indicated that there was significant difference between pre and upper intermediate language learners' scores on their beliefs about translation and translation use.


L1; L2; translation; learners’ perception

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