The Effects of Dual-language L2 Texts on English Reading Comprehension and Text-type Preferences
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Despite recent recognition of the value of the L1 in the L2 classroom, a previous tacit ban on L1 use has led to limited investigation of questions such as whether translated versions of texts can aid L2 learners’ L2 reading and, if so, what type of translation might be most helpful for them. Accordingly, this study investigated the effect of exposure to two different types of text translations on EFL learners’reading comprehension and which translation version they preferred. Using a within-subjects design, participants read an L1 only, parallel translation and interlinear translation versions of the same text at the beginning, middle and conclusion of the semester. Participants also completed a reading comprehension assessment with each version and indicated which text type they preferred. Results showed that learners largely comprehended the L1 only version better than either the parallel or interlinear translated versions. Lower level learners in particular experienced difficulty understanding texts with parallel translations more than the interlinear translated text. Somewhat in contrast with previous research findings, learners had no clear preference for either translated text type.
Abstract
Despite recent recognition of the value of the L1 in the L2 classroom, a previous tacit ban on L1 use has led to limited investigation of questions such as whether translated versions of texts can aid L2 learners’ L2 reading and, if so, what type of translation might be most helpful for them. Accordingly, this study investigated the effect of exposure to two different types of text translations on EFL learners’reading comprehension and which translation version they preferred. Using a within-subjects design, participants read an L1 only, parallel translation and interlinear translation versions of the same text at the beginning, middle and conclusion of the semester. Participants also completed a reading comprehension assessment with each version and indicated which text type they preferred. Results showed that learners largely comprehended the L1 only version better than either the parallel or interlinear translated versions. Lower level learners in particular experienced difficulty understanding texts with parallel translations more than the interlinear translated text. Somewhat in contrast with previous research findings, learners had no clear preference for either translated text type.
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