The need to learn foreign language is almost as old as human history itself.The origins of modern language education are in the study and teaching of Latin in 17th century. Latin had been domaniant language of education, commerce, religion and government in much of the Western world,for many years but it was displaced by French, Italian and English by the end of the 16 th century, so in this century translation gained importance while translating literary ,historical texts written in Latin. Translation was also the basis of language teaching for a very long time and then rejected as new methodologies started to appear. Translation was a key element of the GTM ,which was derived from the classical method of teaching Greek and Latin. However GTM was criticized so much , as it made learner memorize huge lists of rules and vocabulary and translate whole literary or historical texts word by word. New methods such as DM was established in Germany and France around 1900 as a response to the obvious problems associated with GTM. In DM the teachers and learners avoid using native language. Like DM later Audio Lingual Method tried to teach language directly without using the L1 to explain new items.Also new approaches such as Silent Way, Total Physical Response, Communicative Approaches started to be used in the teaching of English.
WHY USE TRANSLATION IN ELT ?
Translation in ELT helps learners develop their knowledge of English , so it is a means to an end ,not an end to be achieved translation enables the learners to gain proficiency in both languages , the native language and the target language. While making translation from target language , learners also study on the grammer rules, sentences structures , vocabulary of their own language. If properly designed , translation activities can be used to enhance the four skills and develop accuracy and flexibility.In reading activities translation is used to clarify the text and make the learners to internalize the subject matter in listening activities and enjoyable story can be told and learners are required to translate the story part by part.
In translation activities a teacher is expected to have following skills:
Be organized and inform the students about the syllabus
Be confident, admit mistakes
Have translator’s skills
Have a good command of pedagogical techniques
Be prepared to use new methods
Listen to students’ suggestions
Consider translation as a form of linguistic exploration
Have proficiency in both languages.
In translation activities a student is expected to have following skills:
Sensitivity to language
Ability to write neatly, plainly and nicely
Good knowledge of cultural background
Master the text being translated
Good reading knowledge
DISADVANTAGES OF TRANSLATION IN ELT
1)The skills involved in translation may not be suitable for all kinds of learners. It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies. It may not be suitable either for young learners or lower levels.
2) Most of time translation can be a difficult activity to apply as both teachers and students take into consideration a range of other issues, including form, register, style, and idiom.
3)Translation requires a motivated class.
4)The teacher needs to have a sophisticated knowledge of the L1 and the L1 culture. Without this translation can create more problems than benefits.
5)Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom.
ADVANTAGES OF TRANSLATION IN ELT
Invites speculation and discussion.
Develops qualities that are essential to all language: accuracy, clarity and flexibility.
The teacher can select material to illustrate particular aspects of language, and students can see the links between language usage and grammar.
Lets students practice a variety of styles and registers.
TRANSLATION ACTIVITIES
FOR BEGINNERS :
In this level only basic Linguistic Approach can be applied in Word and Basic Sentence Level. It is easy for beginners to find equivalence in the target language for the items in the native language.
FOR HIGHER LEVELS :
In those levels , especially from intermediate level compound and complex sentences can be studied in terms of contextual level. As for the advanced level the higher aspects of languages such as culture and metaphorical expressions should be taken into consideration.
Translation teaching can be handled through the techniques such as :
A) Group Teaching
1) brainstorming
2) pair and group works
3) micro teaching
B) Individual Teaching
1) individualized teaching
2) programmed teaching
3) computer supported teaching
THE ROLE OF TRANSLATION IN LANGUAGE TEACHING
Lexical contributions : In translation lessons, students also practice morphological knowledge they have acquired in vocabulary lessons teachers control whether or not their students are familiar with various word formation processes, such as coinage, borrowing, compounding, blending,clipping ,acronym, derivation etc.
Grammatical and Syntactic Contributions of Translation : Students should practice the grammatical and syntactic knowledge they acquired in grammar and writing courses. They should learn how to disambiguate sentences that present a syntactic ambiguity.
Semantic Contributions of Translation : In translation courses students should study lexical items such as metonymy , synecdoche, euphemism , hyperbole practically and learn whether or not it is possible to translate such expressions from English to Turkish or Turkish to English. Students should be aware of the fact that it is impossible to find exact equivalents of such Turkish stereotyped sayings as Allah razı olsun ‘ God bless you’ ,Allah rahmet eylesin ‘ May he rest in peace’ .
Stylistic contributions of translation : Students should study different ways of expressing things via translations of different types of texts. They practice translating formal, informal, casual styles of speech in translation courses.
Cultural contributions of translation : In translation courses student should become familiar with the characteristics of the target language by translating diffrent types of text from English to Turkish. They sould study everything related with the culture of a foreign language in terms of its traditions, superstitions and other cultural values.
Bilingual Immersion :
Translation is widely used in bilingual immersion programs in many American schools. In this programs learners deal with both their native language and English. In this way they are exposed to sentence structure, grammar rules and vocabulary of two languages. These programs follow different language formats, the most popular ones are the 50/50 and 90/10 models. The 50/50 model incorparates students receiving equal amounts of target language and native language, whereas 90/10 model emphasizes time spent on target language.
Coteaching :
In this approach there are two teachers. One of the teacher is English teacher and the other is the native Language teacher. Learners receive two hours of English instruction in a week by English teacher with minimal translation and the other hour taught by their own native teacher with drills and pair practice in English.
Sarıçoban,Arif. The Teaching of Language Skills.
Translation in ELT_Maurice Claypole.htm
Kasmer , Walter .The role of translation in ESL Classroom.
J THANKS FOR LISTENING J
EBRU GÖKDEMİR
HAFİZE ERGİNÖZ
FATMA TALAY
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.