Article Text (original) (raw)
Related papers
Since the advent of Communicative Language Teaching (CLT) the use of translation in EFL classes has been regarded as a pedagogical crime, as translation connotes the old Grammar Translation Method. However, not only is translation still used in a number of countries as a teaching and learning tool, but it remains true that even teachers who claim to use CLT, occasionally, if not often, make valuable use of translation to sort out some classroom teaching and learning issues. The aim of this paper is to explore the rationale for using translation in the CLT framework and subsequently propose some teaching activities that can fit in it. A survey was used to collect 11 teachers and teacher trainers’ opinions as to whether translation should be used or not in the context of CLT, in an EFL environment. The results showed that the majority of the respondents are in favor of the integration of translation within the framework of CLT. As a result, the author puts forward key guidelines that may shape up the limits of this project where translation will operate as the fifth macroskill, in addition to the four traditional ones.
EFL Learners' Use of Translation as a Learning Strategy
The purpose of the study was to explore whether learners use translation as a learning strategy in learning English. For this purpose, the research sought answers for the research questions investigating about the type of translation related strategies employed by Turkish EFL learners in learning English and the effects of some factors on the use of translation as a learning strategy. In reviewing the literature, it was seen that that language learners use some strategies in their foreign language learning process. Cognitive strategies were suggested to be one of language learning strategies that are mostly used by learners in improving their skills in the foreign language. In addition, it was also seen that, as one of the cognitive strategies, translation was used in learning a language by foreign language learners. Although some teachers and researchers present negative attitudes towards the use of this strategy in teaching a language, some put emphasis on the necessity and the role of translation in the development of learning. The researchers conducted a quantitative research with 159 students about the use of translation as a learning strategy. The participants were attending at a preparatory class in a state university and their ages ranged between 18 and 34. A questionnaire was comprised of some information concerning the students' gender and education background and translation strategy use. Data were statistically using SPSS package program and the results were presented in the tables. The findings showed that most of the learners use translation as a learning strategy and find it useful and important especially in thinking in their native language first and translate into the target language. Furthermore, it was seen that the learners with high proficiency level utilize translation as a learning strategy less than those with low proficiency level. Based on these findings of the study some recommendations were yielded.
On Developing the Translation Competence: A Case of EFL Learners
International Journal of English Language, Literature and Translation Studies (IJELR), 2017
The purpose of this research paper is to report a study, which has been conducted very recently. The study aimed at examining the feasibility of the direct teaching of translation in developing the translation competences of the Yemeni EFL students. The study is quantitative and qualitative investigation, so it adopted a quasi-experimental design as a method for data collection and analysis. A purposive sample of 40 subjects was selected from the students who registered at the department of English language, college of education in Seiyun of Hadhramout University in Yemen. Prior to the commencement of the classroom intervention, all the subjects were given a pre-test after which they were subject to classroom training sessions lasted for an academic semester, and then the subjects were given a posttest. In order to test the effectiveness of the direct instruction and classroom training sessions on the students' translation competence, the two tests were analyzed and their analyses were compared using descriptive statistics such as mean and standard deviation. The results show very significant points, which are context-specific, so their generalization is questionable. Finally, in the light of the findings, the study recommended some suggestions concerning syllabus updating, teaching methodologies, learning facilities and staff professional development.
PRIZREN SOCIAL SCIENCE JOURNAL, 2021
Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still considered unacceptable owing to the predominance of the communicative method in language teaching. Research on the role that mother tongue has for the non-native learners of English has been conducted around the world, however none in North Macedonia. This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.
The usefulness of translation in the Uruguayan EFL classroom
The usefulness of translation in the Uruguayan EFL classroom, 2021
The present project aims at determining the extent to which translation techniques are useful when learning a second language in the classroom. To carry out this action research, the methodology employed was mixed methods research, and it was developed in the time-lapse of around seven months, between April and October of the year 2021. In order to collect the necessary data, two questionnaires and two interviews were conducted, along with the implementation of the selected translation techniques and activities, in the context of two secondary school English classrooms.
Can Translation be a Useful Tool in Preparing Speaking Tasks for EFL Students
2020
In response to the emphasis on fostering productive skills described in Courses of Study for junior and senior high schools in their foreign language sections in Japan (MEXT, 2017, 2018), this paper aims at discussing the effectiveness of translation in preparation for speaking tasks in English as a Foreign Language (EFL) context especially in Japan, where a foreign language (L2) is learned as a school subject, through the past theoretical and empirical research. Even though translation often entails negative connotations and beliefs, it has started to be considered as having pedagogical advantages (Cook, 2010, 2018). Yet, there are few studies that have investigated its practical use for L2 learning. Since an increasing number of studies have verified effects of using students' first language (L1) in the L2 classroom, which helps discuss positive aspects of translation use (Hall & Cook, 2012), this paper includes studies on L1 use to understand its functions and purposes as well as those of the translation use, after overviewing the research on planned speaking tasks. In conclusion, it is suggested that allowing EFL students to use translation when they prepare for speaking tasks can give them cognitive and affective support.
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 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.
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.