Use of translation with secondary english students; A phenomenological study

Abstract

The use of translation has been a topic of much debate in current scholarship on English language teaching (ELT). Translation was once a dominant pedagogical tool but has since become a missing component in ELT. Although numerous studies on this subject have been conducted worldwide, only a limited amount of research has been carried out in the Nepalese context. This research gap led to the present study on the topic of "Use of Translation with Secondary English Students: A Phenomenological Study" to explore the lived experiences of English teachers in using translation in ELT classrooms. The research methodology employed in this study is the phenomenological method, using interviews to gather data from secondary English teachers in ten schools within the Kathmandu Valley. These schools include five institutional schools and five community schools. The study found that translation can be a versatile tool to teach grammar, vocabulary, critical thinking skills, and cultural understanding among secondary students as it allows them to analyze and interpret different language structures, meanings, and cultural contexts, promoting a deeper understanding and engagement with the target language, whereas overreliance on translation can have negative effects on language development by limiting exposure to natural language input, hindering effective communication, and inhibiting creativity and thinking in English. The research suggests that translation should be used wisely and balanced with other techniques to create an inclusive and effective learning environment for students. The study is structured into five chapters. Chapter one provides an introduction to the research topic, statement of the problem, research objectives, research questions, significance of the study, delimitations, and definitions of operational key terms. Chapter two reviews relevant literature thematically and presents empirical findings and related theories along with implications for the study and a conceptual framework. Chapter three outlines the research methodology, including ontology, epistemology, research design, field of the study, sources of data, population, sampling procedure, sample size, data collection tools, procedure, analysis, interpretation, and ethical considerations. Chapter four presents the analysisand interpretation of the collected data. At the end, chapter five concludes the study with its implications and recommendations for ELT classroom practices followed by references and appendix.