Pedagogical uses of translation


Published on

Published in: Education, Business, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Pedagogical uses of translation

  2. 2. Pedagogical uses of translation Translation has been proposed as a means for learning and teaching a foreign language. This seems a reasonable proposal. It is natural for people encountering a foreign language to relate it to the language they already know. (People are bound to learn a language via their own, so translation is bound to come into it.)
  3. 3. Arguments against translation • Opponents claimed that translation into the foreign language interfered with the natural process of learning a foreign language and corrupted its use through what was thought to be an unnatural co-presence of the mother tongue. • The use of translation from the foreign language as a means of explaining the meaning of the foreign words or phrases was also rejected because it was thought to promote mostly passive knowledge about the foreign language, which, it was assumed, would negatively influence any active use of it.
  4. 4. • Translation was also a hindrance to the desired development of the four basic skills: listening, speaking, reading and writing. • The view persisted that translation of any kind was harmful in that the intrusion of the mother tongue necessarily interfered with the engagement with the foreign language. • A further opposition to translation was based on the belief that it produced the ‘wrong’ kind of bilingualism: compound rather than coordinate bilingualism. (compound bilingualism, the lexicons of the two languages are said to be stored jointly in the mind, and in coordinate bilingualism, they are said to be kept separate.
  5. 5. Arguments for translation • Employed as a teaching technique in foreign language departments in secondary school, and particularly in tertiary education. • Used widely to test students’ overall proficiency in a foreign language. • Translation is the key feature in the so-called grammartranslation method. • Translation helps in the development of proficiency by economically and ambiguously explaining the meaning of foreign language items.
  6. 6. • Translation promotes explicit knowledge about the foreign language and helps develop awareness of differences and similarities between the native and the foreign language systems. • Translation activities can be used to developed communicative competence in a foreign language. • Borders of translation can promote learners’ cognitivecommunicative competence and improve their awareness of linguistic and cultural similarities and differences in L1 and foreign language texts.
  7. 7. Current issues • In a covert translation, a ‘cultural filter’ is applied in order to adapt the source text to the communicative norms of the target culture. • The recipients may consequently fail to recognize that what they are reading is in fact a translation. • In recent decades, there has been a shift in translation studies from a lisguistic to a cultural orientation. • The ‘received view’ (a process of intercurtural change) is epitomized in statements such as ‘one does not translate languagesbut cultures’ or ‘translation is cultural translation’.
  8. 8. The nature of the translation process • The term translation is ambiguous. As a countable noun, it is used to denote a product; as an uncountable noun, it denotes a process. • (Thinking aloud or introspection) used in this internal approach is to ask translators what they are thinking while translating . • (Retrospection) ask translators immediately after finish translating about difficulties, reasons for hesitations and delay, and so on. • Using the term process of translation, we must bear in mind that we are dealing with a complex series of problem solving operations
  9. 9. Corpus studies in translation • A corpus is a collection of texts, selected and compiled according to specific criteria. • The use of corpus methods allows us to focus on language as it is actually used in translations and so enables us to determine what is probable and typical in translation as a text type. • Corpus methods are yseful for analysing translations as paralel corpora (consist of a set of texts in one language and a set of their translations into another language) • Corpora unidirectional (they hold only originals in language A and translations in language B) • Corpora bidirectional (where they hold originals and translations in both languages).
  10. 10. Translation and Globalization • Globalization processes have dramatically altered the role of translation in the modern world. • Localization is arguably the field in which the translation needs generated by modern information technology in global markets are the most visible and most influenced. It lies in glocalization. • Translation is not simply a by-product of globalization, it is an integral part of it, and without it the global capitalist consumer-oriented economy would not have been possible.