The Impact of Identity on EFL Speakers: Using Literal Translation in the Classroom.

Abstract

Identity and its relation to EFL speaking is one of the most debatable topics that have been investigated. Many studies as well have been conducted on Literal Translation as an area of research. The choice of this topic lies on shedding the light on a new topic to explore which gender use LT more. Furthermore, it tries to see whether EFL students use LT consciously or unconsciously while conversing. In order to accomplish this study, a mixed methodology is adopted. Therefore, both a questionnaire and an interview were opted for to elicit 3rd year students’ opinions at the English department at Ibn Khaldoun University of Tiaret as well as their teachers who teach different modules. The corollary findings unveiled that EFL learners tend to use LT to signal their personal identity and native socially belonging as Algerian learners with an Arabic background, culture and religion at the first place. Additionally women use LT more than men due to the strong character and language choice men have. Furthermore, the study shows to some extent the positive attitudes of students and teachers have towards the use of LT while conversing in the classroom as being a means of communication of identity and a common key element to contribute in any foreign language speaking.