THE EFFECT OF EXPLICIT VERSUS IMPLICIT TEACHING OF SHIFT AS ONE OF TRANSLATION PROCEDURES ON EFL STUDENTS’ TRANSLATION ABILITY

It is understood that translation plays a crucial role in human communications. In the process of transferring the sense form the source language (SL) to the target language (TL), translator plays a pivotal role. One of the most important issues regarding translation is shift in translation. Teachers of translation can employ two methods in order to teach shifts as one of the procedures in translation, explicit and implicit teaching. In this study, the researcher is intended to find out whether explicit and/or implicit instruction of shifts as a procedure of translation can be effective on translation ability or not. Two classes were chosen, one as the experimental group and the other as the comparison group. In the experimental group, the teacher made use of explicit teaching procedures and in the comparison group the teacher utilized implicit teaching procedures. After the treatment and obtainment of the scores, the researcher tested the following null hypotheses: There is no effect of explicit instruction of shifts as one of translation procedures on students’ translation ability. There is no effect of implicit instruction of shifts as one of translation procedures on students’ translation ability. There is no significant difference between explicit and implicit instruction of shifts as one of translation procedures on students’ translation ability. All null hypotheses were rejected and it was concluded that both explicit and implicit instructions were effective for teaching shifts. In addition, it was concluded that an explicit instruction could yield a better result than an implicit instruction.