教师如何看待翻译?教师对英语课堂教学中翻译语言实践的看法

Tuntun Sinaga, G. E. Putrawan
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引用次数: 0

摘要

翻译语言教学法挑战了语言教育政策中的单语教学法,近年来,对翻译语言教学法的研究已成为一项重要的调查内容。然而,最近的数据显示,教师对翻译语言实践的情感和态度是矛盾的,这对翻译语言教学法提出了挑战,而且在印度尼西亚的 EFL 教学环境中,教师对这种教学法的看法目前还没有定论。因此,我们的目的是通过描述性/解释性方法,描述 EFL 教师如何看待 EFL 课堂中的翻译语言教学法。我们使用问卷收集数据,并通过定量和定性分析方法对数据进行分析。研究结果表明,教师对翻译语言的看法似乎是矛盾的。有些人认为 EFL 应该用单语教学,而其他人则接受翻译语言的做法。然而,那些对翻译语言持负面看法的教师也认为这种教学方法在他们的 EFL 课堂上非常重要。此外,还讨论了研究结果对印度尼西亚 EFL 教育的局限性和影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How do teachers perceive translanguaging? Teachers’ perceptions about translanguaging practices in the EFL classroom
The study of translanguaging as pedagogy, which challenges the monolingual approach to language education policy, has become an important aspect of investigation in recent years. However, translanguaging is challenged by recent data showing that teachers have ambivalent feelings and attitudes towards translanguaging practices and the evidence on teachers’ perceptions of the pedagogical approach in EFL teaching contexts in Indonesia is currently inconclusive. Therefore, our purpose was to describe how EFL teachers perceive translanguaging as pedagogy in the EFL classroom, which was conducted through a descriptive/interpretative approach. A questionnaire was used to collect data which were analyzed through both quantitative and qualitative methods of analysis. The findings indicate that teachers appear to have ambivalent perceptions of translanguaging. Some hold the view that EFL should be taught monolingually, while the others accept translanguaging practices. However, those who have a negative perception of translanguaging also see that the pedagogical approach is important in their EFL classes. The limitations and implications of the study’s findings for EFL education in Indonesia are also discussed.
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