First language acquisition is also considered and parallels are drawn between the two processes.
Alonso de Olalla, Villeta Cundinamarca Jotaeme gmail. Finocchario and Brumfit cited by Richard and Rogers, Teachers know that all learners rely on their mother tongue in learning L2 for understanding or producing the language.
No matter how much they advice students no to do so, learners at different levels, will use translation as their first L2 learning strategy. It seems that translation comes naturally in the L2 learning process and that to forbid its used, not matter the methodological reasons or teaching approach behind it, is a waste of time.
However, using translation can come as aid and be beneficial in helping communication in the L2 classroom in the following aspects: To check or make clear the meaning of some words, expressions and idioms that are difficult to explain in English and even using gestures.
In this case, translation is used after several attempts by the teacher to get across meanings, and as a final resource. Sometimes translation is unavoidable as when introducing a new grammar structure which is particularly difficult for Spanish speaking students, or when is necessary to emphasize the difference between a structure and its translation into Spanish.
Advocates of not Castilian in class may argue that these situations foster English learning by forcing students to produce and understand language. Accordingly, it is said that introducing Castilian in class removes a great deal of what motivate the learning of English.
To be proficient in English means that an individual has the ability to use the knowledge one must have in order to communicate effectively in different tasks and situations.
Translation helps students to be aware of the pragmatic functions of language and promotes understanding. Some lexical items and expressions can be fully understood only after being translated so the learner may judge if they are appropriate in relation to the context in which they will be used.
Instead of avoiding the use of a phrasal verb or expressions commonly and informally used, i. Translation make learners aware of transfer problems and the difficulties related to the translation process such as untranslatability and linguistic equivalence.
Through translation students become aware of both Castilian and English patterns and the correspondence between them. Learners understand that there is not word by word exact equivalence between Spanish and English and that there are English expressions with not literal equivalence in Spanish.
Methodology in Language Teaching. Richards and Willy A. Cambridge University Press, I teach English in a public secondary school. I work with class which has 32 students with ages ranging from 14 to Twenty students are boys and twelve girls.
They have been my students since last year.
I see them one-hour class a day four times a week. Their parents are farmers or workers with low income and low level of literacy. The students stay at the school from For most of them there is little or no exposure to English at all outside the classroom and consequently few opportunities to practice it in real contexts.
They may be referred as a low level proficiency group. Next year they must take ICFES exam which is a standardized test applied to all students at the end of the last year of secondary school. It is mandatory and its result is decisive for admission into a university.
Getting good grades in the ICFES test is a source of motivation and a good reason to improve reading skills.TEACHING ENGLISH THROUGH TRANSLATION Principio del formulario The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and against the use of translation in your own specific teaching situation or in an imagined teaching situation.
(Before arguing, explain clearly what this situation is). I do not advocate oral translation into English as the only or the most important method in learning English grammar, vocabulary and urbanagricultureinitiative.com course exercises in listening, speaking and reading in English that also cover English grammar, vocabulary and conversation on various topics belong to major English learning and teaching urbanagricultureinitiative.com for self-practice of English with self-check.
Translation in language teaching and learning 20 October by Oxford University Press ELT 24 Comments Guy Cook, author of the award-winning applied linguistics book Translation in Language Teaching, presents his arguments for re-establishing translation as an essential part of modern language teaching and learning.
I do not advocate oral translation into English as the only or the most important method in learning English grammar, vocabulary and urbanagricultureinitiative.com course exercises in listening, speaking and reading in English that also cover English grammar, vocabulary and conversation on various topics belong to major English learning and teaching urbanagricultureinitiative.com for self-practice of English with self-check.
The Master in Teaching Spanish as a Foreign Language is based on a teaching model that groups the following characteristics: Collaborative training type model (closed groups -heterogeneous, multicultural, and working in groups and/or partners).
Based on a dynamic and joint constructivist concept of education and learning (joint construction of knowledge). Funiber Teaching English Through Translation TEACHING ENGLISH THROUGH TRANSLATION Principio del formulario The authors of this subject argue that translation is a valid tool for instruction.
Present arguments for and against the use of translation in your own specific teaching situation or in an imagined teaching situation.