TRANSLATION ELICITATION TECHNIQUES AND MOTHER TONGUE INTERFERENCE AT INTERMDIATE LEVEL in BAHRAIN

Abstract

ABSTRACT : This research aims at verifying the validity of an assumption claimed by leading language specialists that the use of translation as an elicitation technique in second language research would have a negative effect on the proportion of first language interference errors. To test the validity of this assumption, two tasks that focus on the omission of English definite article (Zero Article), since this is a difficult language area for Arabic speaking learners of English, were constructed and given to language instructors to judge their validity, suitability to the target learners and relevance to the subject matter. Consequently, a sample group of third intermediate Arabic speaking learners of English as a foreign language at some government schools was selected. The same student was given two tasks, first the blank-filling task and then the translation task. The results of the tasks were statistically analyzed. The marks of the students on both tasks were compared as well as the number of errors committed. The study revealed that the students scored better marks on the blank-filling task than on the translation task. One of the reasons that lead to this, as the researcher assumed, is the familiarity of the students with these tasks since their teachers commonly use them. On the other hand, the proportion of the mother tongue interference related errors were not greater on the translation elicitation task than on the blank-filling task. Therefore, it has been concluded that it is possible for teachers to use translation as an elicitation technique in second language acquisition research provided that the learners are given ample chance to practice such tasks. Chapter three examines essential literature related to the use of the learner's native language in second language teaching theories and how second language pitfalls were considered as either learning facilitators or hinders. Chapter four reviws previous studies and researchers that investigated similar problems in other parts of the world. The last section of this study reveals the results of the tasks administered to the group selected in two main formats. The first one compares the marks of the students on both tasks. The second format, however, compares the number of errors committed by the learners on both tasks. At the end of this study, there is a conclusion followed by a bibliography and appendices. It has been concluded that translation from Arabic does not necessarily cause mother tongue interference related errors.