Translation-Based Activities for Developing Field-Specific Vocabulary, Grammar, and Reading Comprehension in Banking and Finance

The present sequential explanatory mixed-methods study aimed to familiarize master’s students in Banking and Finance with the field-specific language of their discipline through translation-based activities. For this purpose, 33 master’s students in Banking and Finance were assigned to the experimental and control groups. The experimental group underwent 16 weeks of training in field-specific grammar, vocabulary, and reading comprehension through translation-based activities. Both groups were post-tested, and the data were analyzed using MANOVA; the experimental group participants were also interviewed to gather their views on these activities. The findings revealed that engagement in translation-based exercises was associated with gains in vocabulary, grammar, and reading comprehension among participants in the experimental group. The interview results revealed the beneficial effects of these activities in enhancing reading comprehension, grammar, and vocabulary knowledge of Banking and Finance students. In general, given the highly specialized needs of ESP learners, translation can contribute to learning and familiarity with field-specific language.