Traducción pedagógica y lengua materna en la enseñanza y el aprendizaje del inglés para la ciencia y la tecnología (original) (raw)
Related papers
Translation and the Contemporary Language Teacher
Procedia Social and Behavioral Sciences, 2012
Due to the point that translation is still a controversial issue in foreign language teaching and also with respect to the fact that translation remains a significant component in various foreign language teaching programs, the present study attempts to investigate the importance of translation in foreign language learning and teaching. The present study is twofold: The first aim is to present a literary review of the role and benefits of translation in foreign language development and the second aim is to n instrument for assisting foreign language learning development. A questionnaire consisting of 15 items was administered to the participants and the data were statistically analysed.
The Role of Translation in Foreign-Language Teaching
2017
Teachers all over the world teach a foreign-language using some specific methods and techniques prescribed by these methods along with the activities developed accordingly. Likewise, learners all over the world use a variety of techniques which they have been taught and internalized. Translation, a basic means of communication, has remained to be disfavored and even ignored in the teaching of foreign-languages for quite a long time. Despite this prevailing attitude towards translation, it is difficult to assume that learners or teachers as the two main agents involved in language learning do not resort to translation at all. Thus, it stands as a big question to answer why translation is presented as a taboo and if it really deserves to be a taboo? To answer this it seems of utmost importance to approach the issue from different perspectives as approaching the issue from only one perspective is likely to be deceptive in drawing a general picture. To this end, a multi-dimensional appr...
Translation and Foreign Language Teaching
Language and Translation, 2001
This paper starts with the assumption that translation, when applied adequately and effectively, can be used as a means of language learning and language teaching. Despite the controversy of the adequacy or inadequacy of using translation in the teaching of a foreign language, this paper argues that analytical and descriptive studies along with teachers' observations have revealed valuable additional information about the validity of using translation as a tool for language learning and/or language teaching. Therefore, those who believe that translation has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields oflanguage learning.
The Pedagogical Utility of Translation in Foreign Language Teaching
Indubitably, the skepticism against the pedagogical utility of translation in language teaching classroom has drastically changed in recent years. It is no wonder that writers such as Duff (1994) and Beeby (1996) ardently call for the reintroduction of translation in the process of second language (L2) acquisition. Due to a failure to understand the potential principles underlying the translation theories, L2 teachers and practitioners have largely neglected the use of translation as a technique in teaching foreign languages. Accordingly, the present study aims at investigating the pedagogical utility of translation in L2 teaching process. For this purpose, a sample of 180 students studying English as a foreign language was selected randomly. Using an Oxford Placement Test (OPT), they were homogenized and divided, based upon their proficiency levels, into six groups, i.e., elementary, intermediate, and advanced, for both experimental and control groups. During the treatment, the three experimental groups received translation oriented techniques aiming at teaching. Some textual features and the cross linguistic differences between the learners' first language (L1) and the foreign language they are learning were measured. At the end of the treatment, a post test measuring the same textual features was administered to both control and experimental groups. Finally, a researcher-developed questionnaire was also given as a post hoc analysis to gauge the learners' attitudes towards the effectiveness of translation as a L2 pedagogical tool. The results illustrated that the idea of the effectiveness of using translation activities in L2 classrooms to improve student's learning process was supported. The findings of the present study does contribute to the field by supplying the curriculum developers with some useful insights on how to design the grammar section of the English books in a way in which the learners have to translate sentences from L1 to L2 with the newly learned structures in question. Some useful translation activities, utilized in the grammar section of the book as a complementary activity, may improve the efficiency of the learning process.
Abstract In this article, we deal with the long standing issue of the role of translation in language learning. Previously, it has been ruled out as, at best, inapplicable and, at worst damaging. Recent researches have tried to rebut these arguments proving how that for a language learning process, translations can prove to be quite helpful. This paper utilizes the existing researches and proposed models, however sporadic and scattered as they are, as well as the authors’ experiences in the fields of EFL and translation teaching. A language-learning-centred-translation practice is pressed for as the need for a clear description to highlight the applicability of translation in language teaching is immediate. After studying the existing work and correlating it to findings through experience, it can be concluded that translation when made recourse to in a proper language learning setting and within a well-set framework, can prove very useful. Keywords: Pedagogical Translation, Language Learning and Teaching, Grammar Translation, Direct Method, Language-learning-centred-translation
Translation In Foreign Language Teaching
Vertalen in theorie en praktijk, 1985
In this paper I examine why translation has become an outlaw in certain circles in foreign language teaching. A list of the most common objections to using translation in the classroom will be contrasted with possible counter-objections, on the basis of which I support the view that translation can be used in a meaningful way in the teaching of foreign languages. Quite obviously, this view leads to a number of further questions concerning when, how, in what circumstances, and for what purposes translation may be usefully employed. These questions, however, cannot be discussed within the limits of the present paper.
Pedagogic Translation vs. Translation Teaching: A Compromise between Theory and Practice
2014
Rather than dealing exclusively with translation pedagogy, I will address the relationship between translation pedagogy and language learning, analyzing how and to what extent translation is connected to the acquisition of language competence. I will examine on the one hand the role of translation in teaching English2 as a foreign language at the Università per Stranieri of Perugia (hereafter USPG), and on the other hand the role of teaching English at the “Istituto Universitario Carlo Bo” of Rome, a higher education institute (hereafter SSML), which is equivalent in all respects to a university program in translation and interpreting. In the former institution translation is used as a tool, in the latter it is a goal. I will also examine some aspects of functional linguistics related to the actual teaching of translation, by exploring the ways in which theory can influence practice and vice versa on a pragmatic level and by proposing a model for teaching translation.
The Roles of Different Types of Translation in Foreign Language Learning and Teaching
National Scientific Students' Associations Conference, 2015
The role of translation in foreign language teaching and learning is a highly controversial issue. According to many scholars, the didactic use of translation should be avoided. Nevertheless, new voices have emerged recently, saying that translation can be a useful tool in language teaching. In the present paper, I argue that translation can be a useful, supplementary tool in the language classroom. Throughout my essay great emphasis is put on the relationship between translation and vocabulary building. In the first part of my paper, a theoretical overview is provided with the most relevant secondary literature on the topic in question. In the second part, empirical studies are documented, whose findings seem to validate the implications of the theoretical part. In the third part, possible applications of translation are discussed. Finally, in the fourth part, a case study is described. It is believed that the results of the case study support my hypothesis.
Translation in teaching and learning a foreign language: A methodological approach
In this article, we deal with the long standing issue of the role of translation in language learning. Previously, it has been ruled out as, at best, inapplicable and, at worst damaging. Recent researches have tried to rebut these arguments proving how that for a language learning process, translations can prove to be quite helpful. This paper utilizes the existing researches and proposed models, however sporadic and scattered as they are, as well as the authors’ experiences in the fields of EFL and translation teaching. A language-learning-centred-translation practice is pressed for as the need for a clear description to highlight the applicability of translation in language teaching is immediate. After studying the existing work and correlating it to findings through experience, it can be concluded that translation when made recourse to in a proper language learning setting and within a well-set framework, can prove very useful.