A Study of Reading with a Translation Activity on the English Composition
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Previous studies on reading-writing connections have noted correlations between them. In an attempt to explore the relationship between reading and writing in the EFL context, 52 students were assigned into 2 groups, No Reading and Reading. To identify the role of translation, 2 groups were also assigned, No Translation and Translation. The data showed that there was no significant difference on essay scores between No Reading group and Reading group except the content section. However, with a translation activity, it was clearly shown that there were significant differences on the essay scores between No Translation group and Translation group. Students with translation showed better overall writing scores, especially in content, vocabulary, and organization sections. The study concluded that English essays will be better if a proper reading activity such as translation is used.
Abstract
Previous studies on reading-writing connections have noted correlations between them. In an attempt to explore the relationship between reading and writing in the EFL context, 52 students were assigned into 2 groups, No Reading and Reading. To identify the role of translation, 2 groups were also assigned, No Translation and Translation. The data showed that there was no significant difference on essay scores between No Reading group and Reading group except the content section. However, with a translation activity, it was clearly shown that there were significant differences on the essay scores between No Translation group and Translation group. Students with translation showed better overall writing scores, especially in content, vocabulary, and organization sections. The study concluded that English essays will be better if a proper reading activity such as translation is used.
참고문헌 (13)
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