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The Validity of Translation Tasks as an EFL Reading Comprehension Assessment Method in Korean High School Classrooms
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- Authors
- Issue Date
- 2008
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.17, pp. 32-70
- Keywords
- foreign language reading comprehension ; assessment ; translation ; free recall protocol ; English learning background
- Description
- 2008
- Abstract
- This study attempts to investigate the validity of translation tasks
as a reading comprehension assessment in Korean high school
classrooms and to identify the traits of the students who are good
readers of English but not good translators. First the study explores
the correlation between a translation task and a recall task for reading
comprehension. Results showed a significant correlation between the
two task scores (r=.902, p<0.01). However, there was a discrepancy
between the High English Proficiency (HEP) and the Low English
Proficiency (LEP) groups (r=.777, p<0.01) vs. (r=.912, p<0.01). Five
students from the HEP group showed a significant discrepancy in z-‐
scores of the two tasks. In an attempt to identify the reasons for the
discrepancy, the study reports the English learning backgrounds,
reading habits and attitude of the five students. An interview of the
students revealed that those who are good readers of English but not
good translators learned English from native speakers of English or in
an English speaking environment beginning at an early age and had
less experience in reading classes taught through the grammartranslation
method. The findings suggest that despite the close
correlation between recall and translation tasks, assessing reading
comprehension through translation may fail to identify students who
are already good readers of English but not good translators.
- ISSN
- 1225-5335
- Language
- English
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