By Wilson Meneses
POSTULATE
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.
For Atkinson, the use of the
mother tongue in learning a second language is important although there is no
formal investigation to support this thesis, which is why many English teachers
do not use it in communication with their students and there are others who
They feel guilty of acting against the principles of good teaching when they
use the mother tongue in the students in order to facilitate the learning.
Does translation in the classroom
accelerate or retard the learning process? Advocates of this postulate warn
that although there may be some negative effects, with careful application
directed to the fulfillment of the proposed objective and based on concrete
situations, the use of translation can contribute to the acquisition of a
second language, becoming a suitable tool for Develop the necessary skills in
the learning of it.
According to recent articles
argue that there is no reason why translation activities cannot be incorporated
into a communicatively based lesson, and they promote different activities that
suit the different goals and aims of students (Atkinson: 1987; Edge: 1986;
Heltai: 1989; Tudor: 1986).
This is the reason by which
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.
Translation jobs allow beginner students to learn vocabulary and advanced
students gives them a new goal in their studies.
Personally the work of
translation has been important to me because I learn more vocabulary, I believe
that it is necessary to implement in the classroom translation exercises for
specific purposes because in this way increases reading comprehension, develop
the necessary skills and Accelerates the learning of a second language.
By Leanis Judith Gomez
Postulate:
Leonardi (2010), translation enhances critical reading
skills, improves grammatical awareness and language proficiency, facilitates
vocabulary acquisition, and develops intercultural competence.
According to Leonardi's postulate, the
translation helps the student look for tools that allow him to enrich his
vocabulary through word lending, because when translated from one language to
another, the presence of words of different Contexts can support the
communicative intent that the translator wants to convey.
However, in words spoken by Leonardi (2010) “a
widely held view among ELT practitioners, translation requires a high level of
proficiency and thus it is not suitable to be employed at early stages of
learning”. This means that in a process of learning a foreign language
initially it is not convenient to translate immediately, because it can lead to
common translation errors. False cognates can confuse the intent of the message
to be translated. However, translation techniques can be introduced when they are
carefully planned and designed.
Translation involves different
cognitive abilities, which translates directly into the text and context.
Translating allows the translator to explore the various possibilities of
meanings that best fit the needs of the context, that is to say what he wants
to convey a text. It is
therefore possible to defend the postulate of Leonardi, in which he affirms
that the translation improves the reading skills, broadens the vocabulary and
develops the intercultural competence. But this is possible when you learn how
to translate correctly. It is not a literal translation mistaken to confuse the
reader.
By Maritza López Castillo
POSTULATE
Kavaliauskiene
G. (2009) says that translation does not help students to develop communication
skills. Translation activities may be suitable for students who prefer
analytical or verbal-linguistic learning strategies.
The translation was the basis of language teaching for
a long time, and then rejected as new methodologies began to appear. With the
appearance and influence of communicative methodologies, the translation was
quickly given to the old together with other routine tools such as dictation,
reading aloud and exercises.
This was not a positive learning experience for
many: as well as learners memorizing huge lists of rules and vocabulary, this
method involved them translating whole literary or historic texts word for
word.
Kavaliauskienė G. (2009) says “that translation does not help students to develop communication
skills. Translation activities may be suitable for students who prefer
analytical or verbal-linguistic learning strategies”.
Translate word by word in a speaking and listening
dialogue could become spendable, because there is no time to understand all the
words, but the speaker can make a relationship between the context and the main
words of the conversation to understand the meaning of the message. Also the
translation in the mother lingua doesn’t allow the speaker think in the second
language and get the message in the second language.
Grammar is a dispensable for a correct communication
in books and literacy works. It can increases the vocabulary agility; but no
the verbal agility. So, it doesn’t enrich the communicative competence, because
when reading or translate, the user doesn’t use the listening competences,
modulation, voice variation and intonation of the words of other people.
Communicative competences are the day by day
interaction with people. General world becomes more communicative daily, and
the translation has its part on the letters, texts and the rigorous thought.
Nowadays teachers should design and create active
classes due to translation requires a motivated class, besides translation is a
real-life and increasingly necessary in a global environment. Many learners
living in either their own countries or a new one need to translate language on
a daily basis, both informally and formally. Stuff like these make translation
essential learning any another language.
