An Investigation of the Use of Translation as a Pedagogical Tool in the Teaching of English as a Foreign Language

Abstract

The current study aims to discover the extent to which translation is used in the Algerian secondary schools EFL classes. It attempted also to get insightful and in-depth understandings of this practice from the teachers’ and learners’ perceptions. As a primary assumption, translations seems to have no role to play in the Algerian foreign language classes since the authorities adopted a monolingual principle realized in Communicative Language Teaching. This work consists of a theoretical discussion of the literature related to the topic which is supported by a field investigation carried out in two secondary schools using different data collection methods including classroom observation of six (6) classes of the second year at two secondary schools, a questionnaire administered to ninety six (96) pupils, and semistructured interview with six (6) teachers. The findings suggest that the monolingual principle prevalent in the current academic discussion of the language teaching has not greatly affected the teaching situation at the secondary schools in Algeria, since the mode of instruction is largely cross-lingual with a fairly use of translation that is mainly associated with the classical language teaching. Results showed that learners hold positive attitudes toward this practice but they lack the appropriate guidelines especially in dealing with translation exercises. The teachers showed reluctant views in regard to the use of translation in language teaching, and they claim that curriculum constraints, learners’ needs, and the uncommunicative nature of translation are the major reasons behind their attitudes