Summarizing [2]
Apparently, I and my classmates were misunderstanding the instruction given by our lecturer. It was not only a matter of summarizing the articles we were supposed to read, instead we were to get something of our interest that we can learn from them, something that later on will may be of our subject of research paper (thesis). So, here is the second article that I have read. Again, it was taken from ERIC Institute of Education Sciences.
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Title : Assessing Translation Misconceptions Inside the Classroom: A Presentation of an Instrument and Its Results
Writer(s) : Pauline Anne Therese M. Mangulabnan (De La Salle University, Manila, Philippines)
Design : Descriptive research
Instruments : 11-page questionnaire developed in 2007 by Mangulabnan, Paderes, and Lim
Participants : 120 fourth-year students from four different high schools in Philippines
Data Analysis : Clement’s problems in translation (strudel cake which was changed to banana cake for adaptation reason)
The thing that I can get from the article is that even though English is the second language in Philippines, but it still becomes the top problem for the students. To translate problem sentences in order to gain understanding of what formulae to use to solve the problems properly is still a difficult matter for them. One certain type of error or misconception on word problem translation mentioned in the article is reversal error, which make students rashly jump into generalizations and solve the problems using the wrong steps or ‘not based on any mathematical reasoning’ as the author said. This phenomenon also often occurs in language learning; students having over-generalized conception about the language in learning. Every language has their own way of saying things, which is different for each of them. For instance, in English, there are idioms and noun phrases that mostly cannot be translated directly from the words they are constructed of. We have to find the parable or the comparison in our own language to know what they mean.
This is, so far, the thing that I put my interest on.
Then, from that understanding of mine, I think it is really important for English, or any foreign language, teachers to be able to guide their student to learn how to understand the language in learning based on the students’ need. It is not only a mere of students being able to speak in the target language, but it is also a matter of they being able to comprehend the materials taught to them. When students make some misconception, besides assisting them to correct it, teachers also need to reflect on the source of the misconception, whether they contribute in it or not, and take some action in order for the students not to do the same error again.
~Tk~
================================================================================================================================
Title : Assessing Translation Misconceptions Inside the Classroom: A Presentation of an Instrument and Its Results
Writer(s) : Pauline Anne Therese M. Mangulabnan (De La Salle University, Manila, Philippines)
Design : Descriptive research
Instruments : 11-page questionnaire developed in 2007 by Mangulabnan, Paderes, and Lim
Participants : 120 fourth-year students from four different high schools in Philippines
Data Analysis : Clement’s problems in translation (strudel cake which was changed to banana cake for adaptation reason)
The thing that I can get from the article is that even though English is the second language in Philippines, but it still becomes the top problem for the students. To translate problem sentences in order to gain understanding of what formulae to use to solve the problems properly is still a difficult matter for them. One certain type of error or misconception on word problem translation mentioned in the article is reversal error, which make students rashly jump into generalizations and solve the problems using the wrong steps or ‘not based on any mathematical reasoning’ as the author said. This phenomenon also often occurs in language learning; students having over-generalized conception about the language in learning. Every language has their own way of saying things, which is different for each of them. For instance, in English, there are idioms and noun phrases that mostly cannot be translated directly from the words they are constructed of. We have to find the parable or the comparison in our own language to know what they mean.
This is, so far, the thing that I put my interest on.
Then, from that understanding of mine, I think it is really important for English, or any foreign language, teachers to be able to guide their student to learn how to understand the language in learning based on the students’ need. It is not only a mere of students being able to speak in the target language, but it is also a matter of they being able to comprehend the materials taught to them. When students make some misconception, besides assisting them to correct it, teachers also need to reflect on the source of the misconception, whether they contribute in it or not, and take some action in order for the students not to do the same error again.
~Tk~