Abstract
For over half a century, the upward trend to rather demonize the use of the first language (L1) has led to its complete disregard and interdiction by many language institutions around the world due to the ever-so-trendy idea that any use of the L1 will be seen as counter-productive and even damaging to one’s intent on the acquisition of the second language (L2) (Carreres, 2006). Therefore, the purpose of this study is to demonstrate what students believe as beneficial or unfavorable when it comes to using translation in the classroom either by the teacher, the students themselves or within the lesson in general. A total of 115 Ecuadorian students were surveyed with simple true or false statements regarding their opinion on translation. The students were arranged in two groups: A1 level and B1 level students. The answers from the survey were then averaged out in percentage form. The study suggests that there are indeed different opinions as to the use of translation in class. However, in general, it is perceived that lower-level students believe that normal use of translation in the classroom is a good method of or essential to learning, while most upper-level students prefer either solo use of the L2 or at least minimal use of the L1 in class.
Highlights
The use of translation in the EFL classroom has grown to become an everincreasingly unrespected form of teaching ever since new changes to antiquated methods, such as the grammar-translation method, were put in place starting at the turn of the 20th century (Molina et al, 2005)
What might adult language students think? Would students themselves agree or disagree on whether translation in the classroom may play a role in their learning strategies? Would they believe translation to be a hindrance to their capability of acquiring the L2 or do they believe it as a complement? this research has been carried out with Spanish speakers, those living in the Cañar province of Ecuador, similar research has been actualized in other parts of the world
It is true that in Ecuador, English as a foreign language is mandatory to learn in grade school (British Council, 2015); if students who reach their first semester of college cannot even put a simple sentence together in English, but still manage to graduate from high school, it may mean that they are somehow able to pass while foregoing the obligatory requirements of English learning in order to graduate
Summary
The use of translation in the EFL classroom has grown to become an everincreasingly unrespected form of teaching ever since new changes to antiquated methods, such as the grammar-translation method, were put in place starting at the turn of the 20th century (Molina et al, 2005). While there are considerate reasons as to why the use of the L1 is unrewarding for the second language (L2) acquisition, other controversial theories have sprung up that may champion the use of translation in the classroom (Fernandez-Guerra, 2014). Would students themselves agree or disagree on whether translation in the classroom may play a role in their learning strategies? According to many students’ opinions in other countries ranging from Mexico to Turkey, the use of the L1 in the classroom is not seen as a hindrance to foreign language learning as many proponents of the sole use of the L2 might think (ArenasIglesias, 2006; Artar, 2017; Boshrabadi, 2014; Cunningham, 2000)
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