Hello everybody,
In this blog, I would like to share you an essay according to the following postulated
Atkinson (1987) suggests that activities that involve some translation promote guessing strategies amongst students and helps reduce the word-for-word translation that often occurs and which results in inappropriate L2 use.
According to the above postulate, in my opinion, the translation in the classroom has been a topic in which several linguists and teachers have discussed in order to improve this process in the classroom and learners’ level, an example of this are the arguments by Atkinson (1987) who pointed in your article titled “The mother tongue in the classroom: A neglected resource?” the importance of use strategies in the classroom using the mother tongue, that allow that the students reduce the word-for-word translation that often occurs when the students are doing translation of a topic in L2.
Taking into account the above, I agree with the words by Atkinson “activities based on translation can play in fluency development (…) the potential of the mother tongue as a classroom resource is so great that its role should merit considerable attention in any attempt to develop a ‘postcommunicative’ approach to TEFL for adolescents and adults.
Analyzing the postulated by Atkinson, I think that, to translation word for word is not good, since translate of a language to other, for example of English to Spanish requires to analyze the social context, idiomatic expressions, the intention of a text, etc. From my point of view, the translation is a process that requires practicing and study.
Finally, in spite of the agrees and disagrees between some linguistic about the use of translation in the classroom, according to Atkinson (1987) the translation can be used in the teaching of a foreign language but keeping in mind strategies and translation techniques in the classroom.
As point out Cunningham, C (November, 30th, 2000) “Translation can be combined with TBL lessons and CA, and it is compatible with theories on Universal Grammar and learner independence. Translation incorporated into a communicatively based lesson can be a useful tool for both the students and the teacher, helping the students to relate the TL to the L1, as well as fostering an atmosphere of peer support and student-centered learning”. Pg. 10.
GENERAL CONCLUSIONS OF THE ANSWERS
Taking into account this activity about the Translation and the point of view of different researchers about this topic, I would like to say that the translation in the teaching of a second language is very important, because thanks to the translations the learners can develop their imagination, concentration, creativity, to know new cultures, comparing expressions that could be similar from a native language to other languages.
It’s very important that teacher as well as learners can use different strategies and techniques to use the translation and at the same time teach to the students as point the picture of this blog that is essential translate ideas and don’t just translate words, since the languages have different expressions according to the ideas and a word can change depending on the social context or situation.
REFERENCES
Atkinson, D. The mother tongue in the classroom: A neglected resource? University of Limerick. An article in ELT Journal 41(4):241-247 · October 1987. Retrieved on November, 25, 2018 from: https://www.researchgate.net/publication/247932359_The_mother_tongue_in_the_classroom_A_neglected_resource
Cunningham, C (November 30 th, 2000). Translation in the Classroom, University of Birmingham [PDF]. Retrieved from: https://www.birmingham.ac.uk/Documents/college artslaw/cels/essays/secondlanguage/cindyc2.pdf
Net industries (Education- Knowledge – Information) (n.d) Translation - The Concept Of Translation And Its Complexity. Retrieved from https://drive.google.com/file/d/0B9GMmJDx4LPcck5DalUtdFExU3c/view
Sibley, J. & Ostafichuk, P. (2014).What is TBL?. Retrieved from: https://learntbl.ca/what-is-tbl/
No hay comentarios:
Publicar un comentario