A Survey of Translation Language Learning Strategy Use by English Translation Majors

Language learning strategies have been investigated extensively, however, translation language learning strategies have not been addressed adequately. Also, the research to date has rarely involved language learners and teachers in relation to strategy use. Moreover, the number of studies on the use of translation language learning strategies and related beliefs by translation majors is very limited. Therefore, the present study explored translation students’ beliefs about the role of translation, use of translation language learning strategies and their instructors’ related beliefs at the Department of Translation and Interpretation, Faculty of Arts and Sciences, Eastern Mediterranean University, North Cyprus. This survey administered questionnaires to students, and conducted interviews with their teachers. The survey revealed that the translation students held favourable beliefs about translation from L2 to L1 and from the native to the target languages. Specifically, they had positive beliefs about the role of translation in learning the English lexicogrammar, developing receptive and productive skills, and overall, in promoting progress in L2. The translation majors’ beliefs about translation were consistent with their reported use of translation language learning strategies, in relation to the frequent use of translation language learning strategies for reading and speaking in L2 without resorting to thinking in L1 and frequent employment of L2-L1 dictionaries for learning English. Triangulation of the translation students’ and instructors’ survey reports revealed promising congruence regarding their beliefs about the role of translation and use of translation language learning strategies. Congruence was found across all respondents’ reports on their beliefs about the role of translation in learning the target language, in relation to using translation for understanding the differences and similarities between Turkish and English, and promising congruence regarding the use of the mother tongue. Finally, the present survey provided important implications for the context of instruction and also made suggestion for further research. Keywords: Translation, Translation Language Learning Strategy, Beliefs, Translation Students, Translation Instructors