TASK 2 ESSAYS

TASK 2 ESSAYS

TRANSLATION AS A FACILITATOR IN THE TEACHING OF L2

     In this paper I will expose the reflections that let me read the text postulated by the author Leonardi, which covers the topic of translation. Thank you in advance for having interested in this writing and without further ado I begin.

Translation opens the way for global interaction, it also allows nations to forge interactive relationships when it comes to advancing in technology, education, etc. Although English has a wide reach today, the impact of local culture and language remains as strong as ever.

     

    The translation does not seek to access the meaning of the text, but seeks linguistic improvement of the foreign language through contrast exercises that help find equivalences of meaning. The student must find in these translation exercises information that awakens their interlanguage capacity, that is, the student takes the differences between their mother tongue and the L2 from a positive point of view, such as memorizing grammatical or lexical structures in comparison to its language, well by similarity, avoiding the repetition of structures. The translation is usually presented in written form, through activities of translation of small texts of all kinds (dialogues, chronicles, literary texts, advertising, etc.). Not only are the knowledge of L2 put into practice, but they reinforce or amplify the knowledge of textual production of the L1.

     The activities that include the translation are adapted to the new communicative approaches, for example real texts are used, with communicative pretensions that deal with current issues of the L2 countries. In this way, the translation of these texts offers the student a cultural and social approach to L2.

      

     In opinion Translation, leaves behind traditional conceptions of structural contrastive linguistics, the purely formal aspects of language, the attempt to simulate a professional translation process, translation as an evaluation objective, etc. In my experience of translating I can say that the translation internally improves the writing and reading skills of the apprentices.

WRITTEN BY: MARIA ALBA GRACIA

TRANSLATION AS AN AID FOR TEACHING AND LEARNING

Throughout the history of outstanding authors, in the field of translation studies, they have given their own definition of what it is to translate. These definitions have been accepted over the years by all those who are dedicated to translation, using one or another function of their needs.

The main purpose of any translation is to overcome linguistic and cultural barriers arising from the differences between languages and cultures to make dissemination possible of ideas, merchandise, communications, etc. This same purpose of the translation process implies the need to offer a product that complies; that is, yes a translation has to contribute to communication it should not seem artificial, but rather It has to be a natural text in the community who receives it.

One of the most difficult tasks of a science, together with the definition of concepts and its classification, is to base its validity practice in a convincing way, because may result in not rare occasions that what seems attractive or coherent from the point of view of the theory does not prove functionality in practice. East could be the case of translation theory or translatology, a discipline that is in line with the need to offer results reliable and applicable to the exercise eminently practical translation.

WRITTEN BY YEIMI MENDOZA

Translation versus Communicative Methodologies

      Translation has been an important part of English language teaching for a long time, but it has been abandoned since communicative methodologies became dominant. Although the cognitive and linguistic activities that are implemented in the translation favor the process of language acquisition, it has had many contradictors, arguing that it is an artificial activity and detached from the real world and from the four basic language skills: writing, reading, listening comprehension and oral expression.

      It has even been underestimated on the grounds that it is “useless to teach, useless, boring, authoritarian, unpopular, artificial and slow learners "(Cook, 2010, p.125). Howatt (2000) considers that the translation is not suitable for learning a foreign language Translation, therefore, has been banned and considered a misfortune in the classroom for many years.

      Nowadays, classroom teaching has to do with the use of language and not linguistic knowledge, that is, to use the language in situations of daily life, to develop interpretive skills such as reading and listening; and expressive like speaking and writing. You also have to consider, these activities can create a context that favors learning, to the extent that they provide opportunities for the development of personal relationships among the participants in the process, thus creating a supportive environment for learning.

WRITTEN BY DIANA CARINA BARRIOS

The translation is the process to transfer a word, phrase or text from one a language to other. In the learning process the translation can be consider as a  complicated process due to there are many factors that influenced in it as the grammar, the context and the culture. Clearly a student who requires to make a translation process in a different language to the own and doesn`t have enough knowledge in grammar and vocabulary of the foreign language, him/her possibly will turn to discern in order to achieve the meaning of the word, phrase or text. Translation is understood as the act or process of converting some text or information from one language to other different. In many situations, people believe for doing a translation it is necessary to do word for word translation. However, given the structure, culture and traditions of each community, it could be an inappropriate technique because this implies doing the translation with the same order and structure of the original language or L1. For example, if some paragraph says in English.

Sentence: This is not the big house that he wanted for her

Word for Word: Esta es no la grande casa eso él deseaba para su

Free translation: Esta no es la casa grande que él quería para ella

 As we can see, the sense of the text is different and their translation is not made of word -for - word form.  This is why 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. This is because translators need to adjust their translation to the second language because it is not enough with doing a translation word for word. It necessary to give a correct sense of the text, thinking in the readers of L2.

WRITTEN BY ASTRID DANIELA MORELOS