Studentsʼ Perception on Efficacy of Meaningful Translation-focused DLM for Productive English Skills
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The primary goal of this study was to investigate the students’ perception on the efficacy of meaningful translation-focused DLM for enhancing productive English skills. The students’ self-reports on teaching method from Korean to English based on DLM, were analyzed using the qualitative data analysis program, Nvivo10. The present research revealed the following: first, most students mentioned that an acquisition of English expressions through that teaching method is easy and quick, and the interest in studying English was enhanced. Second, as to the attitude changes or benefits, their English became more authentic and natural and this method was effective in improving their productive skills. Some said they gained confidence and interest in English, that others did not need circumlocution strategy and that the mediation time in their mind was reduced. Finally, most of the students answered that meaningful translation-focused teaching method was effective for speaking; writing came second.
Abstract
The primary goal of this study was to investigate the students’ perception on the efficacy of meaningful translation-focused DLM for enhancing productive English skills. The students’ self-reports on teaching method from Korean to English based on DLM, were analyzed using the qualitative data analysis program, Nvivo10. The present research revealed the following: first, most students mentioned that an acquisition of English expressions through that teaching method is easy and quick, and the interest in studying English was enhanced. Second, as to the attitude changes or benefits, their English became more authentic and natural and this method was effective in improving their productive skills. Some said they gained confidence and interest in English, that others did not need circumlocution strategy and that the mediation time in their mind was reduced. Finally, most of the students answered that meaningful translation-focused teaching method was effective for speaking; writing came second.
참고문헌 (9)
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