Direct versus translated writing: the effect of translation on learners’ second language writing ability

A growing body of research has been investigating how L2 writers, while writing in the second language (L2), make use of their first language (L1). In view of this, the present study was conducted to examine the effect of translation on the enhancement or deterioration of Iranian Elementary EFL lear...

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Main Authors:	Tavakoli, Mansoor, Ghadiri, Momene, Zabihi, Reza
Format:	Article
Language:	English
Published:	Penerbit UKM 2014
Online Access:	http://journalarticle.ukm.my/7195/ http://journalarticle.ukm.my/7195/ http://journalarticle.ukm.my/7195/1/5050-16451-1-PB.pdf

id	ukm-7195
recordtype	eprints
spelling	ukm-71952016-12-14T06:43:22Z http://journalarticle.ukm.my/7195/ Direct versus translated writing: the effect of translation on learners’ second language writing ability Tavakoli, Mansoor Ghadiri, Momene Zabihi, Reza A growing body of research has been investigating how L2 writers, while writing in the second language (L2), make use of their first language (L1). In view of this, the present study was conducted to examine the effect of translation on the enhancement or deterioration of Iranian Elementary EFL learners’ writing ability. The participants (N = 60) were prompted to perform two writing tasks: (a) writing directly in English (learners’ L2) and (b) writing in their L1 (Persian) and then translating it into English. They were also assigned a checklist, a retrospective verbal report, to express their attitudes towards the two modes of writing. Analysis of the results revealed that although translation may be of help to some learners, it cannot be an effective strategy to enhance the writing ability of all learners. In effect, the results indicated that there was a significant difference between two writing tasks in terms of using expressions, transitions, and grammatical points. What was of particular interest to the authors was the fact that direct writing did not seem to be as direct as it was expected. The vast majority (75%) of students reported they think in Persian, as “often” or “always” while doing the English task in the direct writing mode. This finding suggests that teachers should incorporate translation strategies into their writing courses and explicitly teach students how to employ effective strategies in different situations. The provision of instruction and practice in using L1, particularly in planning and organizing learners’ writings, may be of benefit to some learners in performing certain writing tasks. Penerbit UKM 2014-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7195/1/5050-16451-1-PB.pdf Tavakoli, Mansoor and Ghadiri, Momene and Zabihi, Reza (2014) Direct versus translated writing: the effect of translation on learners’ second language writing ability. GEMA: Online Journal of Language Studies, 14 (2). pp. 61-74. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	A growing body of research has been investigating how L2 writers, while writing in the second language (L2), make use of their first language (L1). In view of this, the present study was conducted to examine the effect of translation on the enhancement or deterioration of Iranian Elementary EFL learners’ writing ability. The participants (N = 60) were prompted to perform two writing tasks: (a) writing directly in English (learners’ L2) and (b) writing in their L1 (Persian) and then translating it into English. They were also assigned a checklist, a retrospective verbal report, to express their attitudes towards the two modes of writing. Analysis of the results revealed that although translation may be of help to some learners, it cannot be an effective strategy to enhance the writing ability of all learners. In effect, the results indicated that there was a significant difference between two writing tasks in terms of using expressions, transitions, and grammatical points. What was of particular interest to the authors was the fact that direct writing did not seem to be as direct as it was expected. The vast majority (75%) of students reported they think in Persian, as “often” or “always” while doing the English task in the direct writing mode. This finding suggests that teachers should incorporate translation strategies into their writing courses and explicitly teach students how to employ effective strategies in different situations. The provision of instruction and practice in using L1, particularly in planning and organizing learners’ writings, may be of benefit to some learners in performing certain writing tasks.
format	Article
author	Tavakoli, Mansoor Ghadiri, Momene Zabihi, Reza
spellingShingle	Tavakoli, Mansoor Ghadiri, Momene Zabihi, Reza Direct versus translated writing: the effect of translation on learners’ second language writing ability
author_facet	Tavakoli, Mansoor Ghadiri, Momene Zabihi, Reza
author_sort	Tavakoli, Mansoor
title	Direct versus translated writing: the effect of translation on learners’ second language writing ability
title_short	Direct versus translated writing: the effect of translation on learners’ second language writing ability
title_full	Direct versus translated writing: the effect of translation on learners’ second language writing ability
title_fullStr	Direct versus translated writing: the effect of translation on learners’ second language writing ability
title_full_unstemmed	Direct versus translated writing: the effect of translation on learners’ second language writing ability
title_sort	direct versus translated writing: the effect of translation on learners’ second language writing ability
publisher	Penerbit UKM
publishDate	2014
url	http://journalarticle.ukm.my/7195/ http://journalarticle.ukm.my/7195/ http://journalarticle.ukm.my/7195/1/5050-16451-1-PB.pdf
first_indexed	2023-09-18T19:49:02Z
last_indexed	2023-09-18T19:49:02Z
_version_	1777406094744748032

Direct versus translated writing: the effect of translation on learners’ second language writing ability

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