Collaborative translation tasks: The case of figurative language

Abstract

The present study aimed at investigating the effect of using collaborative translation tasks (CTTs) for teaching figurative language. The study also sought to explore the perceptions of the learners toward the efficacy of CTTs for learning figurative language through conducting interviews. The participants of the study included 60 English as a Foreign Language (EFL) learners at the intermediate level who were randomly divided into an experimental and a control group each consisting of 30 learners. Next, a figurative language test developed by the researchers was administered to the two groups as pretest. Following that, the experimental group received CTTs for learning figurative language as treatment. As for the control group, no treatment was given and the participants and the teacher simply followed the conventional method of teaching based on the syllabus of the institute. After the treatment, the participants in both groups were given the figurative language test administered to them before the treatment as posttest. Moreover, 10 learners in the experimental group were also interviewed to explore their perceptions toward the efficacy of CTTs for learning figurative language. The results of statistical analyses indicated that the experimental group receiving CTTs outperformed the control group in terms of figurative language learning. Moreover, the results of the interviews indicated that overall the participants held positive attitudes toward the efficacy of CTTs for learning figurative language. Based on the findings, teachers are encouraged to use CTTs to teach figurative language.