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  • Translation revisited for low-proficiency EFL writers /
Tác giả CN Mun Woo Lee.
Nhan đề Translation revisited for low-proficiency EFL writers / Mun Woo Lee.
Thông tin xuất bản 2018.
Mô tả vật lý p. 365–373.
Tóm tắt This study describes the implementation of a translation method in an EFL writing classroom and shows how a specific group of learners responded to the method. Using a ‘practical action research’ framework, the researcher designed and implemented the proposed translation method through four stages of writing over three consecutive semesters. The participating students, all of whom had very low levels of English proficiency, showed clear improvements in both their confidence and their actual capacity for English writing. The findings of this study are expected to work as a reference for second or foreign language teachers who wish to apply the proposed method in their classrooms in the future. The study also contributes to the field by emphasizing the affective and linguistic advantages of translation tools and offering new insights into the monolingual paradigm of English-only classes in second language teaching and learning.
Đề mục chủ đề Teaching Methodology
Thuật ngữ không kiểm soát Translation method.
Thuật ngữ không kiểm soát Linguistic.
Thuật ngữ không kiểm soát Viết học thuật.
Thuật ngữ không kiểm soát EFL writing classroom.
Thuật ngữ không kiểm soát Ngôn ngữ học.
Nguồn trích ELT Journal- 2018, Volume 72, No.4
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039|a20200717100800|bhuongnt|y20190326102307|zthuvt
0410 |aeng
044 |aenk
1001 |aMun Woo Lee.
24510|aTranslation revisited for low-proficiency EFL writers / |cMun Woo Lee.
260|c2018.
30010|ap. 365–373.
520 |aThis study describes the implementation of a translation method in an EFL writing classroom and shows how a specific group of learners responded to the method. Using a ‘practical action research’ framework, the researcher designed and implemented the proposed translation method through four stages of writing over three consecutive semesters. The participating students, all of whom had very low levels of English proficiency, showed clear improvements in both their confidence and their actual capacity for English writing. The findings of this study are expected to work as a reference for second or foreign language teachers who wish to apply the proposed method in their classrooms in the future. The study also contributes to the field by emphasizing the affective and linguistic advantages of translation tools and offering new insights into the monolingual paradigm of English-only classes in second language teaching and learning.
650 |aTeaching Methodology
6530 |aTranslation method.
6530 |aLinguistic.
6530 |aViết học thuật.
6530 |aEFL writing classroom.
6530 |aNgôn ngữ học.
7730 |tELT Journal|g2018, Volume 72, No.4
890|a0|b0|c0|d0

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