ESL STUDENTS’ DEFIANCE IN TRANSLATING COMPOUND WORD ON LITERARY WORK

Abstract

This study serves the intricate challenges faced by English as Second Language (ESL) learners when tasked with translating compound words from a novel. Translation, often considered a complex cognitive and linguistic process, presents a unique set of difficulties for ESL learners, particularly those in the novice stage of language acquisition. This study explores the factors contributing to ESL learners' defiance in effectively translating compound words from literary texts. The study employs qualitative analyses, as well as participant observations. Novice ESL learners are engaged in translation tasks, drawing from excerpts of contemporary novel, and their experiences are analyzed to uncover patterns of defiance in the translation process. Findings suggest that ESL learners grapple with linguistic nuances, cultural disparities, and literary stylistic elements that are integral to accurate and contextually relevant translation. Moreover, learners often encounter cognitive overload, leading to difficulties in maintaining fluency and coherency in their translations.