TEACHING THE ENGLISH LANGUAGE THROUGH TRANSLATION
Principio de formulario
The authors on this subject argue that translation is actually a valid device for instruction. Present arguments for and against the utilization of translation is likely to specific teaching situation or in an dreamed of teaching situation. (Before fighting, explain evidently what this example is).
The authors on this subject argue that translation can be described as valid tool for instructions. Present fights for and against the usage of translation that you really need specific educating situation or perhaps in an dreamed teaching situation (before quarrelling, explain obviously what this example is).
There are numerous ways of selling the meaning of the unknown phrase. These include a definition in the second language, an indication, a picture or maybe a diagram, a real object, L2 context indications, or an L1 translation. In terms of the accuracy of conveying meaning, none of the ways is definitely intrinsically much better than any of the others. It all depends upon what particular word concerned. However , studies comparing the effectiveness of several methods for learning always come up with the result that L1 translation is the most powerful. This is probably because L1 translations usually are clear, brief and familiar, qualities that are very important in effective definitions.
Once students of The english language have achieved some basic skill in English language, they will set out to learn from resources outside the class room. Students will certainly either run into or definitely seek out British in its written and used forms. Any kind of teacher would want to encourage this and incentive students for what they master outside the class. The students`desire to hear and read English language will be recognized as a sign of commitment.
Nevertheless all educators need to give some thought to the kinds of English their students may bring back towards the classroom, and need to anticipate some of the troubles that experience of the complex world of real English can bring about.
The options or actual English which are available without go an English-using place incorporate: * interactions with and also the
вЂў papers & mags
вЂў car radio
вЂў satellite television, movies or TV courses without subtitles
вЂў track lyrics
вЂў web chat rooms & forums
вЂў web pages
Many kinds of British will be used during these texts, from the most formal to the many informal, plus the observant student will acquire usages that teachers might not approve of (and may not even recognize). The compa?ero cultural element in learning is very sensitive in EFL because in acquiring a language there may be, to some extent, a great appropriation of the cultural identity too. We, as teachers, are interpersonal agents and have to deal with the cultural contexts of our classroom.
Translation is cultural mediation; consequently , reading English texts about Chilean tradition makes students familiar with the image of Republic of chile such as it truly is perceived in the Anglo- American world. A comparison between two cultures enables the students to familiarize themselves with the linguistic elements which have been unavoidably linked to their traditions.
My own specific teaching circumstance is related to the teaching of taboo terminology using bilingual dictionaries.
I really believe that capacity to face and deal with controversy is like facing adversity in every area of your life. Schools and educators will have to train students in this relevant area thus, will have to offer exposure through activities based upon controversial issues.
Teenagers have the tendency to get interested in what from L2 that in their mother tongue are offensive and unpolished. I do believe that the use of translation in taboo language is necessary because they are part of every culture, then when we train a language we must teach the nationalities in which completely. Taboos will be key element of any lifestyle, so we should teach them too.
What are taboos? Trust words, gay and lesbian rights, torture, sex, drug abuse, political freedom, obscene signals, religious idea, alcoholism, abortion, rape,...
Bibliography: *Newmark, Philip: (1988) " Approaches to Translation". Cambridge. Cambridge University Press.
*Nord, Christiane: (2001) " Translation because purposeful Activity-functionalist Approaches"
Shangai Foreign Educational Press.
* Numan, David: (1989). " Designing tasks for the Communicative class. "
*Larsen_Freeman Deb, (2000) " Techniques and Principles in language teaching"
Oxford University Press.