Motivational Profiles of Chinese Undergraduate English Majors in Translation Learning — A Mix-Methods Approach
DOI:
https://doi.org/10.17507/tpls.1510.11Keywords:
motivation, demotivation, translation, Chinese English majors, AMTBAbstract
Motivation is regarded as a key factor influencing students’ learning performance. In translation teaching research, motivation, one of students’ key learning variables, remains an important domain to be further explored. This study aims to inquire into the types of Chinese English majors’ motivation in translation learning and account for their motivational profiles. 34 third-year English majors participated in this study. They were administered to a motivation test using a revised Attitude / Motivation Test Battery (short for AMTB). The results show that: 1) overall, motivations in translation learning among English majors were moderately strong; 2) instrumental motivations were statistically higher than valuational motivations in translation learning among English majors. Subsequent interviews with the students reveal reasons behind the uneven levels of motivations, including institute-related, administrative-related and self-related factors. Some measures are suggested to help boost students’ motivation, especially valuational ones in translation learning. Findings from this study may have pedagogical implications for translation teaching research in the Chinese context.
References
Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: a mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227-243. https://doi.org/10.1080/1750399X.2018.1465678
Busse, V., & Walter, C. (2013). Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. The modern language journal, 97(2), 435-456. https://doi.org/10.1111/j.1540-4781.2013.12004.x
Chen, W., Nair, S. M., & Wider, W. (2022). Measuring Chinese Undergraduate English Majors’ Motivation to Learn Translation in Higher Education Translation Courses. Journal of Curriculum and Teaching, 11(8), 109-121. https://doi.org/https://doi.org/10.5430/jct.v11n8p109
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (1 ed.). Routledge.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Ellis, R. (2013). The Study of Second Language Acquisition (2 ed.). Shanghai Foreign Language Education Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gardner, R. C., & Lambert, W. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue canadienne de psychologie, 13(4), 266-272. https://doi.org/10.1037/h0083787
Gupta, V. (1999). SPSS for Beginneres. VJBooks Inc.
Hatim, B., & Mason, I. (2005). The translator as communicator. Routledge.
Horváth, I., & Kálmán, C. (2020). Motivational disposition of translation and interpreting graduates. The Interpreter and Translator Trainer, 1-19. https://doi.org/https://doi.org/10.1080/1750399X.2020.1838180
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Integrating Motivation, VII Semanario, Santiago, Cuba.
Keller, J. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
Kikuchi, K., & Sakai, H. (2009). Japanese Learners’ Demotivation to Study English: A Survey Study. JALT Journal, 31(2), 183-204.
Li, D.-F. (2002). Translator training: What translation students have to say. Meta: journal des traducteurs/Meta: Translators' Journal, 47(4), 513-531. https://doi.org/10.7202/008034ar
Li, D.-F., Zhang, C., & He, Y. (2015). Project-based learning in teaching translation: Students’ perceptions. The Interpreter and Translator Trainer, 9(1), 1-19. https://doi.org/10.1080/1750399X.2015.1010357
Li, J., & Liu, P. (2015). Research on Chinese students' Foreign Language Learning Motivation: Review and Reflection (2004-2013) [Woguo waiyu xuexi dongji yanjiu: huigu yu xikao 92004-2013)]. Foreign Language World, (2), 34-43.
Li, J., & Liu, P. (2017). An Empirical Study on Chinese Undergraduates' Foreign Langauge Learning Motivation [Zhongguo benkesheng waiyu xuexi dongji de shizheng yanjiu]. Journal of Xi'an International Studies University, 25(2), 63-68.
Li, M., & Hu, X. (2021). English major education in China: a chronological analysis. Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, (9), 70-87. https://doi.org/10.7764/onomazein.ne9.05
Lung, R. (2005). Translation training needs for adult learners. Babel, 224-237.
Marshall, E., & Samuels, P. (2017). Checking Normality for Parametric Tests. https://doi.org/10.13140/RG.2.2.33314.94405
Napier, J. (2011). “It's not what they say but the way they say it”. A content analysis of interpreter and consumer perceptions towards signed language interpreting in Australia. International Journal of the Sociology of Language, (207), 59-87. https://doi.org/10.1515/IJSL.2011.003
Sun, Q. (2021). Common problems in translation practice of English majors and their enlightenment to teaching. International Journal of Social Sciences in Universities, 4, 252-255.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). https://doi.org/10.1080/17501229.2011.562510
Tao, Y. (2016). Translator training and education in China: Past, present and prospects. The Interpreter and Translator Trainer, 10(2), 204-223. https://doi.org/10.1080/1750399X.2016.1204873
Tao, Y., Wen, H., & Wang, S. (2020). Translation teaching research in the Chinese Mainland (1978–2018): Theory, method and development. In L. Lim & D. Li (Eds.), Key Issues in Translation Studies in China (pp. 47–76). Springer.
Wang, W., & Zhong, W. (2017). On the curriculum reform and development of English programs in China under the direction of the National Criteria of Teaching Quality. Foreign Language World, (3), 2-8, 15.
Wang, Z., & He, J. (2019). On application of translation workshop in translation teaching for English Majors. 2019 International Conference on Advanced Education and Social Science Research (ICAESSR 2019), Dalian, China.
Wu, G. (2013). Study on English Majors' Translation Learning Concept and Development Features. Foreign Language Education, 40(2), 72-78, 94.
Wu, Z. (2016). Towards understanding interpreter trainees'(de) motivation: An exploratory study. Translation & Interpreting: The International Journal for Translation and Interpreting Research, 8(2), 13-25. https://doi.org/10.12807/ti.108202.2016.a02
Xu, Q., & Liu, J. (2018). A study on the washback effects of the test for English Majors (TEM): Implications for testing and teaching reforms. Springer.
Yao, S. (2017). Application of computer-aided translation in English teaching. International Journal of Emerging Technologies in Learning, 12(8), 105-117. https://doi.org/10.3991/ijet.v12.i08.7145
Yuan, N. (2018). On the Construction of Task Based English Translation Teaching in Colleges and Universities. Journal of Beijing City University, (1), 35-38.
Zhang, L.-J., Wang, X.-F., & Liu, Y.-Y. (2013). A study of the improvement of the quality of CE translation based on recent TEM8 samples. Journal of Zhejiang University of Technology, 12(1), 111-115.
Zhou, Y., Gao, Y., & Zang, Q. (2011). The development of Chinese undergraduates' motivation for English learning in their junior and senior years: Findings from a longitudinal study in five universities. Foreign Language Teaching and Research, 43(2), 251-260.
Zhu, H. (2016). Study on translation teaching of English majors in normal universities. Journal of Anshan Normal University, (3), 49-50.
