Journal of Languages and Translation
Volume 5, Numéro 1, Pages 195-207
2025-01-01

Teachers' Insights On The Role Of Pedagogical Translation In Developing Language Skills In French As A Foreign Language Among Secondary-level Students In Algeria: A Quantitative Study



Authors : Boukef Zahia . Bouzeria Iman . Gasmi Abdelhak . Zergui Aicha .

Abstract

This study investigates the insights of French as a Foreign Language (FFL) teachers regarding the efficacy of pedagogical translation in developing linguistic skills among secondary-level students in Algeria. The research aimed at providing empirical data on teachers' insights concerning the effectiveness of pedagogical translation in French language instruction at the secondary level in Algeria. This study was prompted by the 2010 official bulletin issued from the Ministry of National Education, which encouraged the use of translation exercises in foreign language instruction. Applying a quantitative approach, a questionnaire was distributed to 849 FFL teachers across 60 Algerian education directorates. The survey instrument, designed with a 5-point Likert scale, explored various aspects of translation's effectiveness in language acquisition, including its role in skill development, student engagement, and cultural understanding. Data analysis was conducted using SPSS software, with descriptive statistics calculated to determine means and standard deviations. Results revealed an overall positive insight of translation's effectiveness in enhancing linguistic competencies, with a global mean of 3.92. Teachers particularly valued its role in increasing student engagement (mean 4.22), developing comprehension skills (mean 4.09), and addressing linguistic interference (mean 3.89). The findings have equally highlighted its perceived benefits in vocabulary acquisition, cultural understanding, and learner assessment. This study contributes to the growing body of research supporting the integration of pedagogical translation in foreign language teaching methodologies. It provides valuable insights for curriculum designers and education policymakers in Algeria, while emphasizing the need for further research to optimize the implementation of translation techniques in the specific context of FFL instruction in Algeria.

Keywords

French; Foreign language; Language Skills; Pedagogical translation; Teaching/learning.

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