Transcript Translation (5) lecture (5) The Use of Translation in

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Eman Baghlaf
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Despite the widespread popular assumption that
translation should play a major and necessary part in the
study of a foreign language, twentieth-century of language
teaching and learning have at best ignored the role of
translation, and at least vilified it.
From the turn of the century onwards almost all influential
theoretical works on language teaching have assumed
without argument that a new language (L2) should be
taught without reference to the student’s first language
(L1).
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The rejection of using translation in language teaching and
learning is due to three main reasons :
Language teaching
methods
Political and
demographic
influences
Second language
acquisition (SLA)
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Language teaching methods
First
method
•The grammar- translation
method
Second
method
•The direct method
1-The grammar translation method
In a grammar- translation syllabus, the structures of the L2 are
graded and presented in units ( often equivalent to a lesson or
the chapter of a textbook). In each unit, a list of new
vocabulary items is presented together with translation
equivalents: grammar rules are explained in L1; there are
sentences for translation both into and out of the L2,
employing only the vocabulary and grammar encountered in
the current and earlier units.
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Criticism:
 Ignoring the spoken language
 Encouraging false notions of equivalence
 Presenting isolated sentences rather than connected texts
 Demotivating difficulty of translation from L1 and L2
 Strengthening of L1
 Detrimental effect on the acquisition of native-like
processing skill and speed
2- The direct method
The teaching of an L2 using that language (and only that
language)as a means of instructions.
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Political and demographic influences
It is important to remember the consequences of the position of
English as the world’s most widely learned foreign language.
In the twentieth century, the theoretical rejection of translation
fitted well with demographic and economic changes which
created motivation for learning English, and new types of classes.
From the nineteenth century onwards, immigration into the
United States led to a demand for utilitarian courses focusing
upon the rapid development of a functional command of the
language.
Increased world trade and tourism, and the growing dominance
of English as a world language, have perpetuated this pedagogic
situation.
Second language acquisition (SLA)
Further opposition to translation in language teaching has
been fuelled by successive theories of second language
acquisition (SLA) which in turn derive from the theories of
children’s first language acquisition (FLA), in which, by
definition has no role to play.
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None of these theories make use of translation.
Theories of
SLA
Behaviorism
Chomskian
Nativism
Functionalism
Behaviorism
It sees language acquisition as a process of habit of formation
 Chomskian Nativism
It views a disposition to acquire language as a genetic
endowment
 Functionalism
It sees language acquisition as the result of a need to convey
social meaning
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Revival of translation
Translation is often the quickest and most efficient way to
explain the meaning of new word
An activity aiding acquisition
A means of greater proficiency in the target language
Translation can develop accuracy
Translation can focus on attention upon subtle differences
between L1 and L2 and discourage the naïve view that
every expression has an exact equivalent.