Please enable JavaScript.
Coggle requires JavaScript to display documents.
Translation in the EFL context (ADVANTAGES (Teachers can use it to check …
Translation in the EFL context
DISADVANTAGES
Can lead to students relay only on translation to understand content.
It will take certain time because experts need to be find, who will have to negociate with regional governments and institutions -as it is the case of Spain, with the different Autonomous Communities.
It may be the case that the teacher decides to use translation as a teaching method for the whole subject, and in the end fluency is sacrified.
In order to provide accurate translations the teacher should be able to translate from both directions: L1-L2 and L2-L1
The line between translation as a language teaching tool and grammar translation method could be inexistent for more traditional teachers, so a clear definition of what to be done is required.
Requires to include and design new subjects in the degree that could make it last longer.
translation is not a communicative activity and is time-consuming
unnatural
only appropriate for training translators
text-bound and confined only to two skills — reading and writing and it does not involve oral interaction
It may be overused by teachers and learners, which reduces the exposure to the target language opportunities.
Teacher and students may loose sight of the purpose of the class, to produce the target language.
Cultural and linguistic nuances cannot be directly translated
Using translation in the EFL class entails that students spend a long time using their L1 in the classroom.
Kaye (2008) highlights that using translation as a tool in the classroom favours certain types of learners; learners who are "more analytical or have preferences for verbal-linguistic learning strategies."
Learners might become resistant to using translation as a tool or equally become over dependent on it.
Translation is a difficult skills to master
It inhibits learners of expressing in the L2 because there is dependence on L1, since students have a L2 view from their mother tongue.
It deprives studets' autonomy to recieve sufficient L2 input.
It triggers L2 learning errors due to negative interference from the mother tongue.
The skills involved in translation may may not be suitable for all kinds of learners.
When learner use tools like Google translate, Bilingual dictionaries and other translator tools, it will inhibit his own intuition about the new world. The learner inhibits bottom-up and top-down process, and the desire to identification and interpretation. (Butler-Pascoe, (M.E. &Wiburg, K.M)
Students think in their L1 and transfer to L2.
Traslation is an old-fashioned method.
ADVANTAGES
It can be of great help to teach false friends, sayings and proverbs, which are said in a different way.
Intercultural competence is fostered. Let´s not forget we live in a globalized world.
It can be of great help to teach false friends, sayings and proverbs, which are said in a different way.
More accuracy in grammar and concept explanations.
It will be easier for the teacher to understand cultural context of the L2.
can be used for pedagogical purposes along with other language teaching activities
Translation helps to achieve real life-tasks.
helps students to identify the difference in structure and vocabulary
translation as a pedagogical tool can be successfully employed at any level of proficiency
it eases memory constraints in memorizing more words, idioms, grammar, and sentence structures
it helps to introduce new vocabulary, since learners are able to compare L2 with L1 and be aware of the existance of several equivalents for one word.
It may help students to understand diffficult instructions
It also helps the teacher to increase the confidence of students
The Kaye (2008) suggests that well activities can integrate all 4 skills and encourage accuracy.
Translation is natural in communication and when practised in the classroom teachers can help to train learners to be more accurate in their translations.
Using translation in the class allows the students to think about and really discuss the meaning of words and structures. It could consequently be used in a communicative class.
Using translation can help students to be more aware of their personal progress.
According to Newmark (1981 cited in Mehta 2010) learners can develop the skill to discriminate infromation
Learners develop the ability to conduct contrastive analysis of the language (morphology, syntax and semantics and pragmatics between the two languages
Translation is an efficient teaching method.
Translation promotes Ss' acquisition of difficult structures and elements in the target language.
Students can transform their knowledge of vocabulary and sentence struture into real use.
Translation Can be a support for the writing process, specially at lower levels. Learners seem able to access more informaion in their own L1, hich they can then translate
Teachers can use it to check whether learners have understood the concepts accurately-
It takes less time than the usual grammar questions.(Stern )1992
According to Soars & Soars /1991) ' Students can think they understand what an item means ,but in fact be wrong.Translating into their L1 shows this. :
'Students cognitive awareness of English compared to their own language is heightened.' Soars &Soars (1991)
Students are aware of how grammar rules work.
It is one of the most traditional methods
.
Thanks to translation method, students will appreciate English literature.