Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019.
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| Jezik: | English |
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BRAC University
2019
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| Online dostop: | http://hdl.handle.net/10361/12386 |
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10361-12386 |
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10361-123862019-09-30T05:57:13Z Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners Akter, Aklima Sanjana, Lubaba Department of English and Humanities, Brac University Translation Strategy Foreign language Belief Writing skill Creative writing. This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019. Cataloged from PDF version of thesis. Includes bibliographical references (pages 31-32). Translation has a noteworthy historical background towards second language learning but to some extent, several researchers demonstrate that it only draws to shortsighted balanced connection between the local and second language learners. Despite these mentioned drawbacks, this study will investigate the secondary level learners’ beliefs about the use of translation for enhancing their writing skills. Furthermore, this research presents the outcome of a survey which is centered on learners’ thoughts, strategy use and responses regarding a translation task. There are 15 secondary level learners participants whose data has been collected for doing this research. Many researchers worked on the use of translation in second language learning and most of them concentrated on the learners' errors in translation and their ability in translating certain structures, but very little ones were on the importance of translation in teaching English. Finally, it has been found in this study that although use of translation and strategies involving translation to learn a foreign or second language but there is a difference between this impact on learners’ from different medium of instructions. Aklima Akter M.A. in English 2019-07-17T06:37:45Z 2019-07-17T06:37:45Z 2019 2019-04 Thesis ID 17263017 http://hdl.handle.net/10361/12386 en BRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 36 pages application/pdf BRAC University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Translation Strategy Foreign language Belief Writing skill Creative writing. |
| spellingShingle |
Translation Strategy Foreign language Belief Writing skill Creative writing. Akter, Aklima Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019. |
| author2 |
Sanjana, Lubaba |
| author_facet |
Sanjana, Lubaba Akter, Aklima |
| format |
Thesis |
| author |
Akter, Aklima |
| author_sort |
Akter, Aklima |
| title |
Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| title_short |
Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| title_full |
Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| title_fullStr |
Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| title_full_unstemmed |
Translation in L2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| title_sort |
translation in l2 learning: beliefs and strategy use on writing skills of junior secondary level learners |
| publisher |
BRAC University |
| publishDate |
2019 |
| url |
http://hdl.handle.net/10361/12386 |
| work_keys_str_mv |
AT akteraklima translationinl2learningbeliefsandstrategyuseonwritingskillsofjuniorsecondarylevellearners |
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1814308060831678464 |