Abstract
This article reports on a study investigating the different translation methods used by Afrikaans language acquisition students at tertiary level. The participants in my study were first-year Afrikaans language acquisition students from 2022 who had registered for the module Afrikaans Language Acquisition (ATV) 188 in the Department of Afrikaans and Dutch at Stellenbosch University. They were students who had passed Afrikaans as a First Additional Language in matric and who do not speak Afrikaans as their home language. Since the study’s participants were university students studying Afrikaans Language Acquisition, ethical clearance were obtained from Stellenbosch University.1
The participants in this study participated actively in the research by answering questionnaires and completing the translation activities as part of the study’s participatory action research strategy.
To investigate the role of translation methods in Afrikaans language acquisition, three research areas were explored, namely translation, language acquisition and vocabulary learning by focusing on translation methods, Krashen’s second-language acquisition theory and the vocabulary learning process. The three theorists whose translation techniques are examined and employed in this article are Baker (2011), Chesterman (2016) and Pym (2018). These theories were chosen because they discuss a variety of translation techniques commonly utilised by translators and because they are more applicable to the various texts provided to the students for the translation tasks. These are referred to as translation methods by Baker (2011), translation strategies by Chesterman (2016), and translation solutions by Pym. The term used in this article is ‘translation methods’.
Vocabulary learning is investigated using Alqahtani’s (2015) vocabulary learning method, as his methods are strongly focused on translation. Alqahtani (2015:25) refers to vocabulary learning as the total number of words needed to communicate ideas and meaning. He mentions various techniques such as translation, the use of objects, contrast, miming and guessing from context. Examples of how Alqahtani’s (2015) vocabulary learning techniques are related to translation can be seen in summary as a vocabulary learning method and partial translation mentioned by Chesterman (2016:104) as a translation strategy. Another example is in the use of synonymy (Alqahtani 2015:26; Chesterman 2016:98–9). Lastly, I refer to the use of the illustration of pictures (Alqahtani 2015) and translation by illustration as a translation method (Baker 2011:43).
A mixed-methods approach with qualitative and quantitative methods was followed. A qualitative study examines the arguments for and against the use of translation in the second-language classroom by means of a literature study investigation. Furthermore, a quantitative study was undertaken to determine which translation methods Afrikaans language acquisition students use. This was examined by assigning students’ various translation activities in the form of various text types to translate. Furthermore, the students completed a questionnaire to determine their opinions on translation as a language acquisition tool.
The majority of the questions in the questionnaire focused on the students’ opinions about the use of translation in Afrikaans second-language instruction. In addition to just marking “yes” or “no”, students had the option of writing detailed responses to the questions. Some of the students’ comments indicated that they felt the use of translation was necessary in the study of Afrikaans as a second language, because it made them feel less anxious when they came across challenging words or terminology for the first time. This response is related to and supports Stephen Krashen’s (1998) second-language acquisition theory – the affective filter hypothesis. However, some of these students indicated that the use of translation should be minimal in supporting them, while still fostering an environment in which they can learn the second language independently.
The translation activities given to the students were from different text types, such as articles, a poem, and single sentences. The students were only allowed a week to complete each translation activity. In some of the translation exercises, the students were permitted to utilise a bilingual Afrikaans/English dictionary, but the use of Google Translate was strictly prohibited. It was helpful not to specify which translation methods they had to use while completing these translation activities, as it allowed for an honest perspective and assessment of the translation methods used by the students. It also made the students less anxious, as they were not concerned about whether they were using the correct translation methods.
The focus of the study on which this article reports, is aimed at the South African context, as there are few similar studies that are related to and based in the South African context. In light of this, an investigation into how and how often second-language students of Afrikaans at tertiary level use translation within the second-language classroom, should yield useful insights regarding which translation methods these students use and whether their methods differ from international trends. This can also lead to translation being used as a pedagogical tool in the Afrikaans language acquisition class.
The findings of the study reported in the article are that the Afrikaans language acquisition 188 students primarily make use of direct translation; they also make minimal use of a variety of other translation methods, depending on the text type. Some of these methods include translation by cultural substitution, resegmentation, paraphrasing by using a related or unrelated word, and partial translation. The students also made use of guessing from context, not only as a vocabulary-learning technique, but also as a translation method as part of the translation activities. The data collected also indicate that there is a need for the use of translation in the second-language classroom that can possibly aid in making the work covered in the course more readily understandable for second-language students. The second-language lecturer can make minimal use of translation, especially for difficult words or terminology, as it helps the students to be less anxious. Short translation activities can be given to students to assist them with vocabulary learning on a weekly basis or every other week.
This article aims to help lecturers who teach Afrikaans language acquisition to determine how Afrikaans can be learned through translation methods and how translation methods can be included as a teaching aid in existing teaching practices to improve and facilitate the teaching of Afrikaans language acquisition.
Keywords: affective filter hypothesis; Afrikaans language acquisition; second-language students; translation; translation methods; vocabulary
Footnote
1 The project number is #24141.
- This article’s featured image was created by WOKANDAPIX and obtained from Pixabay.
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’n Ondersoek na die gebruik van vertaalmetodes deur Afrikaanstaalverwerwingstudente