Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
TRANSLATION IN THE LEARNING PROCESS
Transcript of TRANSLATION IN THE LEARNING PROCESS
Nowadays, translation has been taken apart from the learning process.
It is undervalued by most of the teachers because of the thought that it is something old-fashioned.
However, we think that it has some advantages when learning and teaching a language.
"In Praise of Older
Do we have to choose between using translation or not using it?
Stern opts for a "strategy concept" based on three dimensions:
The Analytic-Experimental Dimension
The Explicit-Implicit Dimension
1. encourages thinking in one language and transferring to another, with accompanying interference;
2. deprives teacher and learner of the benefit of working within a single language;
3. gives false belief of the idea that there is a perfect one-to-one correspondence between languages;
4. does not facilitate achievement of generally accepted aims such as emphasis on the spoken language.
Newson's (1988) four disadvantages:
It offers a global practise of the linguistic habilities.
It helps the students to develop a cognitive awareness of its form and function, and of its place within the language system.
It is a good method to put in evidence the differences between the mother tongue and the target language.
Stern's three dimension framework
Two major weaknesses of the language teaching methods:
1. "They represent a relatively fixed combination of language teaching beliefs"
2. "They are characterized by the over-emphasis of single aspects as the central issue of language teaching and learning"
techniques that remain
within the target language
as the frame of reference
techniques that use
features of the native language
for comparison purposes
"The emphasis on an itralingual or a crosslingual strategy should be decided in relation to the goals of the learner, their previous experience in the L2, the context in which the programme takes place, and the ability of the teacher to function intralingualy or crosslingualy"