1887

n Lexikos - An empirical study of EFL learners' dictionary use in Chinese–English translation

Volume 28 Number 1
  • ISSN : 1684-4904
  • E-ISSN: 2224-0039
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Abstract

This article reports on the results of a study which investigated English as Foreign Language (EFL) learners' use of an electronic dictionary in a L1–L2 translation task. Forty-seven university graduate students from a Chinese university were asked to translate a Chinese passage into English on computers with the support of an embedded dictionary. Screen recorders were used to record their dictionary use behavior and a follow-up interview was conducted to tap into the thinking processes behind their behavior. The results of the study show that when translating, EFL learners demonstrate preferences for L2 equivalents and content words in their lookups, and reveal specific problems such as a preoccupation with L2 equivalents and lack of awareness of other lexical information, which may hinder correct application of dictionary information. This study suggests that dictionary use behavior may affect the development of students' ability to translate and requires attention from both EFL learners and teachers. It is further suggested that translation teachers should alert learners to the importance of checking other lexical information in a dictionary in their translation practice.


'n Empiriese studie van EVT-leerders se woordeboekgebruik in Chinees-Engelse vertaling. In hierdie artikel word verslag gelewer oor die resultate van 'n studie waarin leerders van Engels as Vreemde Taal (EVT) se gebruik van 'n elektroniese woorde-boek in 'n L1–L2-vertalingsopdrag ondersoek is. Sewe en veertig nagraadse studente van 'n Chinese universiteit is versoek om op die rekenaar 'n Chinese stuk in Engels te vertaal met behulp van 'n ingeboude woordeboek. Skermopnemers is gebruik om hul gedrag rakende woordeboekgebruik vas te lê, en 'n opvolgonderhoud is gevoer om die denkprosesse wat hul gedrag rig, te probeer bepaal. Die resultate van die studie dui daarop dat EVT-leerders in die naslaanproses 'n voorkeur vir L2-ekwivalente en inhoudswoorde toon, en dit lê spesifieke probleme soos 'n beheptheid met L2-ekwivalente en 'n onkunde oor ander leksikale inligting bloot, wat kan verhinder dat die woordeboekinligting korrek toegepas word. Hierdie studie suggereer dat woordeboekgebruiksgedrag die ontwikkeling van studente se vertaalvermoëns mag affekteer en dat sowel EVT-leerders as -onderwysers aandag hieraan moet skenk. Daar word ook voorgestel dat vertaalonderwysers leerders se aandag moet vestig op hoe belangrik die kontrolering van ander leksikale inligting in 'n woordeboek in hul vertaalpraktyk is.

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/content/journal/10520/EJC-1462ad9d84
2018-12-01
2020-02-19

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