Is Translation a Cognitive Aid or Obstacle in Second Language Acquisition?

Esengeldina Aruzhan Galymbekovna

3rd Year Student, Faculty of Pedagogy and Philology,

Arkalyk Pedagogical University named after I. Altynsarin Arkalyk, Kazakhstan

e-mail: aruzanesengeldina5@gmail.com

1. Seidakhmetova Asemgul Nurlanovna ̎

2. Faculty of Pedagogy and Philology,

3. Arkalyk Pedagogical University named after Ybyrai Altynsarin̎

master of Pedagogical Sciences, Foreign language teacher

Arkalyk, Kazakhstan

Keywords: translation strategies; second language learning; cross-linguistic influence; bilingual cognition; pedagogical approaches; translation barriers; language proficiency; vocabulary development; communicative competence; language processing

Abstract

Translation is a widely used strategy in foreign language learning, but its role remains debated. This study investigates whether translation functions as a helpful tool or a limiting factor in language acquisition. A survey was conducted among 20 university students to examine their use of translation, its impact on vocabulary, speaking fluency, writing, and overall learning experience. Results show that translation is commonly used and can aid vocabulary comprehension, yet it may negatively affect writing and, in some cases, speaking fluency. Learners’ perceptions indicate that translation is context-dependent, serving both as a support and a potential obstacle. The findings highlight the importance of strategic and balanced use of translation within modern language teaching practices.

Introduction

Foreign language learning involves navigating two linguistic systems that interact at cognitive, semantic, and grammatical levels. Translation is often the first strategy learners rely on, as it utilizes an already established linguistic foundation to process new information. Historically, translation dominated teaching practices in the grammar-translation method. Although modern methodologies advocate immersive communication, translation still appears in classrooms—even unconsciously—as students mentally convert L2 words into L1 equivalents.

However, this continued presence raises an important question: Does translation help learners acquire a second language more efficiently, or does it build a dependency that prevents them from developing spontaneous communication skills? While some researchers argue that translation creates meaningful connections that support learning (Liao, 2019), others warn that it limits the brain’s ability to process L2 independently (Rahimi & Alavi, 2023).

Several gaps remain in current research. First, many studies examine translation in isolation rather than as part of a broader learning environment. Second, the role of translation across different language skills—such as reading comprehension versus speaking fluency—is rarely analyzed comparatively. Third, few studies explore how learners’ proficiency levels influence translation effectiveness.

This article aims to address these gaps by synthesizing recent findings and evaluating the double-sided role of translation in vocabulary learning, reading comprehension, speaking fluency, and writing accuracy.

Literature Review

Research on translation in second language acquisition shows mixed results. Some scholars argue that translation helps learners understand new material, while others claim it slows down fluency and automatic thinking in the target language.

Several researchers support translation as a useful cognitive tool. Cook (2010) states that learners naturally rely on their first language, and translation can help clarify meaning and reduce confusion. Nation (2013) notes that translation is an effective method for learning vocabulary quickly. Odlin (2003) also emphasizes that translation helps learners notice similarities and differences between languages, improving metalinguistic awareness.

However, many studies highlight the negative effects of relying too much on translation. Baddeley (2012) explains that switching between two languages increases cognitive load and makes processing slower. Kroll and Tokowicz (2005) found that learners who translate too often activate both languages at once, which leads to interference and slower word retrieval. Segalowitz (2010) shows that students who depend on translation speak less fluently because they think in their L1 first.

Other researchers argue that translation tasks improve accuracy but not fluency. Laufer and Girsai (2008) discovered that translation exercises help with grammar but do not develop natural, automatic speech. This suggests that translation can support knowledge but may weaken spontaneous communication skills.

Overall, the literature agrees that translation can be both helpful and harmful. It is beneficial when used for difficult vocabulary, grammar explanations, or advanced analysis. But heavy reliance on translation can prevent learners from thinking directly in the target language and developing automatic, fluent communication.

Methodology

A quantitative survey method was used to investigate students’ perceptions of translation in foreign language learning. The sample consisted of 20 students studying English as a foreign language. Participants completed a questionnaire containing both multiple-choice and Likert-scale questions. The questionnaire aimed to identify:

1. Do you often use translation when learning a foreign language?

2. Does translation help you understand new vocabulary more quickly?

3. Do you feel that relying on translation slows down your speaking fluency?

4. Which skill is most negatively affected by translation, in your opinion?

5. Do you think learning without translation increases your ability to think in the target language?

6. How often do you translate sentences mentally while speaking the foreign language?

7. In your experience, is translation more of an aid or an obstacle in your language learning process?

Results

The survey revealed important insights into learners’ perceptions of translation in language learning. Translation remains common: 50% of respondents use it often, 35% sometimes, and 15% do not rely on it, indicating its continued role as an accessible strategy. Regarding vocabulary, 30% believed translation helps them understand new words faster, 30% disagreed, and 40% said “sometimes,” showing that its usefulness is situational rather than universal.

Opinions on speaking fluency were balanced: 35% stated translation slows their speaking, 35% saw no effect, and 30% were unsure. Writing was identified as the skill most negatively affected (60%), while reading (20%) and other skills (20%) were less impacted; speaking and listening were not selected.

When asked about thinking in the target language, 35% agreed that learning without translation improves this ability, 25% disagreed, and 40% were unsure, reflecting learners’ uncertainty about cognitive effects. Mental translation is common: 20% always translate while speaking, 30% often, 35% rarely, and 15% never.

Overall, 40% viewed translation as an aid, 35% as an obstacle, and 25% as both. These results suggest that translation is a context-dependent tool: it can support comprehension and vocabulary learning but may limit writing and, in some cases, speaking.

Discussion

The findings align with previous research arguing that translation is widely used but may have both positive and negative effects. The fact that most learners continue to rely on translation implies that it provides a sense of clarity and security, especially when dealing with new vocabulary or complex grammar structures. The high percentage of students who translate mentally also supports the idea that translation remains a natural cognitive strategy.

However, the perception that translation negatively affects writing is noteworthy. Writing requires syntactic creativity and flexibility, and reliance on native language structures may lead to literal translation and reduced naturalness. This supports claims from CLT-based research that translation can interfere with communicative competence.

The divided opinions on speaking fluency further illustrate the dual nature of translation. For some learners, translation may provide a necessary bridge to meaning. For others, it may slow down speech by forcing them to process language through an additional step.

Overall, the results suggest that the effectiveness of translation depends heavily on how and when it is used. A balanced approach — integrating translation for comprehension while encouraging direct thinking in the target language — may offer the most productive path forward.

Conclusion

Translation is neither purely advantageous nor entirely harmful in foreign language learning. It can be an effective cognitive tool when used strategically, particularly for vocabulary development and reading comprehension. However, frequent reliance on translation slows down speech production and reduces spontaneous L2 thinking. A balanced pedagogical approach-using translation in controlled environments while promoting immersive, communicative activities-will support deeper, more independent language acquisition.

References

1. Chen, M., & Sun, L. (2022). Translation reliance and communicative fluency in EFL learners. Journal of Applied Linguistics, 45(2), 134–150.

2. Liao, P. (2019). The effects of translation on vocabulary acquisition in foreign language classrooms. Language Teaching Research, 23(6), 821–836.

3. Nakamura, T., & Liu, S. (2020). Translation strategies and long-term retention among adult learners. Studies in Second Language Learning, 12(4), 455–472.

4. Rahimi, A., & Alavi, S. (2023). Cognitive load and mental translation in spontaneous speech. International Review of Applied Linguistics, 61(1), 55–72.