Pedagogical Translation in Chinese as a Foreign Language: Students’ Perceptions of Grammatical Development, Competence and Challenges

Abstract

Translation has long been marginalized in foreign language pedagogy, often associated with non-communicative practices. However, recent developments in pedagogical translation, particularly within Translation in Language Teaching (TILT) and translanguaging frameworks, suggest that translation can function as a valuable cognitive and pedagogical resource. Despite this shift, limited research has examined how students perceive the role of translation in supporting grammatical development in Chinese as a Foreign Language (CFL) contexts. This study examines students’ perceptions of translation tasks in a CFL course at a Malaysian public university. A cross-sectional mixed-methods design was employed, involving 140 undergraduate students who completed a structured questionnaire, followed by semi-structured interviews with five participants. Quantitative findings indicate consistently positive perceptions of translation as a tool for enhancing grammatical understanding, improving sentence accuracy, and promoting attention to both meaning and form. Qualitative findings further reveal that translation supports vocabulary retention and contributes to increased communicative confidence. At the same time, students identified challenges related to homophonous pinyin, tonal distinctions, and syntactic differences in Chinese. To address these challenges, students reported using strategies such as context-based analysis, collaborative discussion, and systematic vocabulary learning. The findings suggest that TILT-informed translation tasks, when integrated within a translanguaging-oriented pedagogy, can effectively support grammatical development and broader language competence. These results highlight the potential of pedagogical translation as a central component of effective CFL instruction, particularly at the foundational level.