An Investigation into the Shortcomings of Using Translation in Teaching Reading Comprehension A Case Study of EFL Secondary School Teachers in Southern Gezira Locality (2016-2017)

الموضوعات

تربية وتعليم

الملخص

Translation is an effort to be exerted to find equivalent meaning of a source text into the target language ; meaning equivalence in translation is a process of rendering meaning of a text from one language to another language .And Sometimes, there is no equivalent meaning for some text expression. This constitutes a basic obstacle in translating texts and requires finding suitable strategies for manipulating them. The study aims at investigating the shortcomings of using translation in teaching reading at secondary level, because the majority of EFL teachers use translation as a technique of teaching reading comprehension in classes .The study also aims to display EFL teachers resort to use translation and to suggest some effective techniques for teaching reading comprehension. The study followed the descriptive analytical method. The researcher uses two tools for data collection: a questionnaire for (30) EFL secondary school teachers from Southern Gezira Locality who were chosen randomly, and an observation checklist which was used by the researcher in the classroom to detect EFL teachers resort to using translation .The collected data is analyzed manually using( Spearman formula). After the analysis of the data , the study revealed the following results: it is observed that EFL teachers resort to use translation when teaching reading, because students complain that they need some Arabic to understand the texts. The study also revealed that translation hinders students understanding (70%), translation delimits students knowledge (80%), translation deprives students of understanding comprehension questions (50%). Translation makes students tend to use their mother-tongue more extensively (60%). In some cases teachers resort to use translation as a result of the low standard of students (86%). In addition, students complain that they do not understand reading comprehension text (73%). The study recommends that teachers should avoid using translation in teaching reading, teachers should also reduce using their mother-tongue. Teachers should use effective techniques in teaching reading such as training their students to understand the texts by reading in English and work out the meaning in context.

روابط وملفات

التعريف والنوع

رقم الوثيقة

095344ef-992c-453a-98e0-fcd3cffef561

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf image

أسماء الملفات

095344ef-992c-453a-98e0-fcd3cffef561_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":" Imad Ahmed Ali ","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"Awatif Al-Amin Satti ","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"Zakia Abdalla Mohammed Gafaar","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

An Investigation into the Shortcomings of Using Translation in Teaching Reading Comprehension A Case Study of EFL Secondary School Teachers in Southern Gezira Locality (2016-2017)

المحتوى والصفحات

عدد الصفحات

52

إشراف وإعداد

الإشراف

Imad Ahmed Ali , Awatif Al-Amin Satti

الإعداد

Zakia Abdalla Mohammed Gafaar

الاقتباسات الببليوغرافية