Applying Translation in EFL Reading Courses of Iranian Adult Learners

Abstract

Looking at the writings about the application of translation in EFL classes proves that this argumentative issue has
undergone contradictory trials. In the current study attempts have been made to survey the opinion of Iranian Adult learners
about using translation in their classes. It was hypothesized that a translation provided by the teacher may facilitate the process
of comprehension for learners. Thirty novice adult learners were asked to state their ideas about the application of translation in
teaching reading comprehension through questionnaire items. In the next step, nine of them were interviewed and finally in the
experimental phase, they were divided into two groups. The experimental group was taught reading text through translation and
the control group received no translation. After six weeks of instruction, the obtained results showed there was a meaningful
difference between the performance of control and experimental groups in reading comprehension tests. Meanwhile the
questionnaires and interviews supported the view that students welcome the use of mother tongue to understand reading
passages.