The Role of Cultural Knowledge in Translation among ESL Malaysian University Students

Abstract

Translation plays an important role in English language learning among university students. The act of translating from one language to another is not merely a linguistic conversion but also a complex cultural transition that demands the transfer of ideas that are deeply rooted in the source culture’s context. This process requires the student translators to preserve the cultural integrity of terms while also recognizing the challenge of conveying the nuance of the source text. However, student translators often struggle to effectively transfer cultural knowledge, which hinders effective communication of the source text’s original meaning. This study, therefore, aims to identify the types of knowledge problems faced by Malaysian English as a Second Language (ESL) university students when translating culturally rich text. and to explore the effects of their cultural knowledge on their translation skills. To achieve this, the study adopts Olk’ (2003) framework to identify knowledge problems faced by student translators. Employing an observational approach, the study closely examines the ‘think-aloud’ process as participants engage in translation tasks, followed by in-depth interviews to delve into their cognitive strategies and cultural knowledge. Notably, this study addresses a largely under-researched area of how ESL learners in Malaysian universities apply their cultural knowledge in translation tasks. The findings have the potential to refine translation teaching methods, bolster students’ cultural fluency, and guide educational policy-making. Furthermore, it sets the stage for subsequent research in translation, marking a significant contribution to translation studies in the Malaysian context.