EMPLOYING TRANSLATION IN LEARNING ARABIC AS A FOREIGN LANGUAGE: PERSPECTIVES AND LEARNING STRATEGIES

Abstract

This case study investigated learners’ perspectives about translation and learning strategies employing translation in learning Arabic as a FL. It gave an insight into learners’ beliefs about translation and integrating translation as learning strategies in learning Arabic as FL. The case study was conducted on six undergraduate students and three Arabic instructors from three educational institutions located in New York state. Two types of data were collected; (1) quantitative data were collected via a questionnaire encompassed individual background, beliefs about translation, and learning strategies integrated translation; and (2) qualitative data were extracted from open-ended questions in the questionnaire, a translation exercise followed by open-ended questions and Arabic instructors’ structured interview. Qualitative data were triangulated with quantitative data findings. The study’s findings confirmed learners’ beliefs about translation in learning Arabic, and these beliefs impacted learning strategies used translation in the learning process. Also, translation exercises could be used as a pedagogical tool supporting learners and language instructors in FL classrooms, and students might share the same instructors’ translation beliefs or opposed them; thus, instructors should be open to diverse beliefs and provide guidance whenever needed.