Application of baker's strategies in translation classfor thai school students

Abstract

Applying translation strategies in teaching translation courses allows students to translate text appropriately. This study examined the effect of Baker’s strategies on students’ translation abilities at the word level and investigated student’s opinions towards the application of Baker’s strategies in their translation course. This study was conducted in a quasi-experimental research design. All population of Grade 10 students were selected with purposive sampling. The participants of this study were 73 Grade 10 Thai students who studied in Innovative English Major (IEM) and English Major enrolling in the 2020 academic year. The research instruments employed in this study included lesson plans, the pretest and the posttest, the student reflection sheet and the classroom observation journal for teacher. All instruments were validated by three teachers who had taught translation for over five years. The Wilcoxon Signed-Rank Test was administered as the tool for data analysis. The findings revealed that teaching translation theories and actual practices are inseparable. The average posttest scores of the translation test, 9.32, (S.D. = 3.42) were significantly higher than the average score of pretests, 6.75, (S.D. = 3.24). The participants also believed that teaching theoretical knowledge along with practical use was useful for studying translation. Moreover, their comments could benefit further studies.

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