This study aimed to investigate Chinese English major students’ beliefs about translation learning and learning strategies in tertiary translation classrooms in China. Differences of translation learning beliefs and learning strategies based on participant profiles were explored. In addition, it attempted to investigate the relationship between learning beliefs and learning strategies. Participants in the present study included a total of 305 under graduate students. Specifically, the sample was composed of 155 third-year English majors and 150 fourth-year English majors in China. A questionnaire was designed and administered to all subjects. The questionnaire consisted of the following two instruments: 1) Beliefs about Translation Learning Survey (BATLS), which was developed on the basis of Schäffner (2004) [1]; 2) Strategies Inventory for Translation Learning (SITL) adapted from Han (2015) [2]. The findings indicated that English majors held a moderate level of translation learning beliefs. Great differences were identified regarding translation learning beliefs. Male have a better recognition on beliefs about translation principles than female. Seniors and proficient learners have a higher level of beliefs concerning motivation and expectations. In addition, students applied various strategies in translation learning process but with a medium frequency. Juniors and seniors differed considerably in their application of compensation strategies. Further, significant correlation were observed in translation learning beliefs and translation learning strategies. The more positive beliefs students held, the more frequent strategies applied in translation. The present study enriched the research on translation learning beliefs and translation learning strategies. These findings held important implications for translation teaching and learning in China.

Boyu Sun. Translation Learning Beliefs and Learning Strategies of Chinese English Majors. Frontiers in Educational Research (2023) Vol. 6, Issue 20: 155-161. https://doi.org/10.25236/FER.2023.062024.

[1] Schäffner, C. (2004). Developing professional translation competence without a notion of translation. In K. Malmkjaer, Translation in undergraduate degree Programmes (pp. 113-125). Amsterdam/Philadelphia: Benjamins. https://doi.org/10.1075/btl.59.09sch

[2] Han. P. (2015). A Study on English Major’s Translation Learning Motivation and Translation Learning Strategies: Taking College Students in Xinjiang as Case Study. Xinjiang University.

[3] Krings, H. P. (2001). Repairing Texts: Empirical Investigations of Machine Translation Post-editing Processes. Kent, Ohio: Kent State University Press.

[4] Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 27/1: 78–102. doi:10.1093/ applin/ami046

[5] Bernat, E. & Lloyd, R., (2017). Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning. Australian Journal of Educational & Developmental Psychology. Vol 7, 2007, 79-91. https://www.researchgate.net/publication/228351609

[6] Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal, Volume 48, issue 2. https://doi.org/10.1080/09571736.2017.1335766

[7] Abu Shmais, W., (2003).Language Learning Strategy Use in Palestine. TESL-EJ. Vol7.No2, 1-17. http://tesl-ej.org/ej26/a3.html

[8] Göpferich, S., & Riitta J. (2009). Process Research into the Development of Translation Competence: Where are We, and Where do We need to Go? Across Languages andCultures, 10(2), 169-191. https://doi.org/10.1556/Acr.10.2009.2.1

[9] Beeby, A., Rodríguez-Inés, P., & Sánchez-Gijón, P. (2009). Corpus use and translating. John Benjamins Publishing. https://doi.org/10.1075/btl.82

[10] Magogwe, J. M., & Oliver, R. (2007). The Relationship between Language Learning Strategies, Proficiency, Age and Self-Efficacy Beliefs: A Study of Language Learners in Botswana. System, 35, 338-352. http://dx.doi.org/10.1016/j.system.2007.01.003