2018 Volume 18 Pages 85-98
The current study aims to investigate differences in the reading process between students who translated an English text for an examination and those who translated it for communication. For this purpose, 77 Japanese high school students were divided into two groups and asked to translate the text for each purpose and then to take a written recall test in Japanese. Although the paragraphs translated elicited more recalled information than the other paragraphs, the result of the recall test showed no significant differences between the two groups. In addition, those who translated for examination purposes received higher scores, especially when they needed to pay attention to the surface structure of the passage, while those who translated for communication had a better recall of some sections unique to English texts in terms of stylistics. This study supports an eclectic method of two versions of translation activities that depend on the learning purposes.