Monday, November 27, 2017
Final essay by Maruja Velazquez
Translation has been an
important part of English language teaching for a long time, but it has been
abandoned since communicative methodologies became dominant.
ESSAY
According to Brislin (1976: 1) translation is a general term referring
to the transfer of thoughts and ideas from one language to another, whether the
language is in written or oral form, whether the languages have established
orthographies or not; or whether one or both languages is based on signs.
Translation has been an important part of English language teaching, but
in the last decades it has gone unnoticed because new teaching methodologies
have emerged. The teaching of the language was based on the Grammar -
Translation method which incorporated the translation as an active element and
turned it into a natural way of teaching foreign languages. However, in this
method the student had a little participatory role, was limited to attend,
memorize, read and translate (Lois Lugilde,2012), had no space for
communication, or worked on aspects of oral language.
The emergence of new pedagogical theories put aside this method to make
way for new pedagogical models that completely eliminated the use of the mother
tongue.
Additionally, the trend of progressivism in education provided further
pressure for educators to change their methods. Progressivism holds that active
learning is more effective than passive learning; consequently, as this idea
gained traction, in schools there was a general shift towards using techniques
where students were more actively involved, such as group work, role play
interviews. Foreign-language education was no exception to this trend, and
teachers sought to find new methods, such as CLT, that could better embody this
shift in thinking (Rosamond, 1988).
According to the British council the
communicative approach or communicative language teaching is based on the idea
that learning language successfully comes through having to communicate real meaning.
When learners are involved in real communication, their natural strategies for
language acquisition will be used, and this will allow them to learn to use the
language.
as a conclusion and in my opinion the new
communicative methodologies help the student to acquire the necessary skills
for the learning of the English language, such as speaking, listening writing
and reading, although there are still many who think that with the method of
translation also It is possible to teach and learn English.
Sunday, November 26, 2017
FINAL CONCLUSION
CONCLUSION
As conclusion,
it is necessary to say that there are great and positive contributions from
translation, not only to academic level, also for our life experience in social
environments.
It
allows us to solve basic, essential problems, which they present in our
learning process of the second language, the media have played a very important
part in the growth of translation, techniques and contributions, since many
contents become viral to the degree of penetrating the geographical or cultural
limits of our planet. When this happens in a frequent way, it turns out
indispensable to translate them in order that all the persons could understand
the message.
In
some occasions, the contents that must be translated belong to very specific
topics of some areas of the knowledge. To insure itself that the used
terminology is the correct one, it is important that a good labor of
investigation is realized.
One important
thing related to translation is that it does not limit itself only to the
professional or informative area, since it can be journalistic articles or
official documents of public interest, but it is applied to any type of
messages without importance which is the way of diffusion.
“Translation is simply defined as one of the many ways
in which L1 can be employed in the FL class. Translation is based upon a
relationship between L1 and L2 in a sort of bilingual approach to language
learning. In line with Cummins’ Interdependence Hypothesis (1979) L1 and L2
literacy skills are seen to be interdependent (manifestations of a common
underlying proficiency) where high levels of L1 proficiency help L2 acquisition
and, conversely, high proficiency in L2 has a positive effect on L1. This
relationship takes place in any learner’s mind through a mental process known
as “translation”. Leonardi, V. (2010). In this respect, translation becomes an efficient
bilingual teaching tool to supplement reading, writing, listening and speaking
skills. Through translation exercises students have the
possibility to compare and contrast structures and lexical items.
TRANSLATION TECHNIQUES ESSAY
Postulated choosen:
Leonardi (2010), translation enhances critical reading skills, improves grammatical awareness and language proficiency, facilitates vocabulary acquisition, and develops intercultural competence.
What is translation? Looking at the oxford dictionary definition, it says that translation is the process of translating words or text from one language into another.
The translation is a tool that commonly we use to find the differences or similarities between two languages. Being one of them the mother tongue. This tool facilitates the comprehension to us and also the acquisition of new words, vocabulary and expressions. It helps us to understand the new language that commonly is used in the different fields of learning where one presents the communication with the persons, advertisements and everything what we find different in a company where one is used.
The study of translation has, for much of its history, been perceived as a subordinate art whose remit existed outside the scholarly domains of linguistics (Fozooni 2006). The narrow band of concerns that formed the conventional focus in the study of translation behavior has typically related almost exclusively to the authenticity of a given translation – evaluations of faithfulness and of whether translations were ‘definitive’ (Bassnett and Lefevere 1990; Xie 2009; Dinçel 2012).
The aim is to reconsider the importance of the translation in the learning of the second languages from a positive approach of the contact of the L1 and the L2. From one part, because for a long time the lines of investigation in this field have inclined almost exclusively for the negative effects of this contact: the interference. For other one, because the perspective of the new studies based in linguistic differences centres fundamentally on aspects of production and not of learning. The presence of the mother language, therefore, has stopped being a bad strategy necessary to turn into a procedure that we can use for constructive ends, while the knowledge that comes from the L1 can serve since one of the inputs in the process of generation of thesis hypothesis in the L2, as well as the development of the interlanguage of the apprentice across the route of the universal one, that is to say, across this " implicit information " with which it provides the mother language while this one has made concrete in certain features the possibilities defined by the studies on the parameters.
Translation allows students to discuss faults in translation such as choice of words, style, language transfer, in other words, to raise individual awareness in the use of language. Research has suggested that both L1 and L2 learners may incidentally gain knowledge of meaning through reading (Webb, 2008). However, incidental learning of vocabulary is not completely understood in terms of how it actually occurs, given the fact that there are a number of factors that determine the success of a learner when trying to infer a word, such as the amount of exposure, word-guessing strategies, and the quality of the context that facilitates learners’ lexical inference activities.
Subscribe to:
Posts (Atom)