Modern Social Science Research

Translation is a frequently used learning strategy among EFL learners, playing a crucial mediating role in language comprehension, memorization, and production. This exploratory case study aims to conduct an in-depth investigation into how a high-proficiency English major selects and applies translation strategies in language skill courses. Data were collected through semi-structured in-depth interviews to analyze the types, application processes, and effects of the translation strategies adopted by the student in classroom activities. The findings reveal that the student employed strategies such as mental literal translation, L1 thinking followed by Chinese-to-English translation, and software-assisted translation across five core classroom activities, including teacher questioning, paraphrasing, text reading, listening comprehension, and group communication. Moreover, the selection of these strategies was highly compatible with the task requirements of the activities. Translation strategies not only helped the student reduce cognitive load, enhance the depth of language comprehension and the logic of expression, and promote the accumulation of authentic expressions, but also played an active role in social interaction and affective management. This study gives a thick description of how a high-proficiency English major employs translation strategies. The findings may inspire teachers to rationally recognize the value of translation as a learning resource for students, and guide them to use translation strategies appropriately based on their proficiency levels and task types.

Translation strategies; Language skill courses; Exploratory case study