Bui Nhu Ngoc, Thai Cong Dan


Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. The author designed a questionnaire of one hundred and thirty-two items to explore students' perceptions of translation learning strategies while studying translation. At the same time, the author interviewed students to confirm the students' frequency of practicing translation learning strategies. The study sample included 90 EFL students (English as a foreign language) from three majors, including High-Quality English Language, English Language, and English Translating and Interpreting, who participated in translation courses in the curriculum in School of Foreign Languages (SFL), Can Tho University (CTU), Vietnam. The results showed that students have a positive perception of translation learning strategies, and they use those strategies during translation learning to a significant extent. The results also revealed a high correlation between the impact of students' awareness and students' practice of translation learning strategies. The analysed cross-table shows that students are highly aware of translation learning strategies, directly proportional to student practice. To emphasize the importance of learning strategies in the process of learning to compile for students, besides contributing to helping teachers understand more about how students learn as well as students' perceptions, thereby developing their approach to translation, students' learning process more closely and effectively to enhance the use of student learning strategies in translation learning.


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