Translation activities in the language classroom | TeachingEnglish | British Council | BBC It does not consider the role of the L1 as a teaching tool, for example for classroom management, setting up activities, or for explaining new vocabulary. This question has been discussed elsewhere on the Teaching English site. The article starts by looking at what we mean by translation as an activity in the language classroom, and then briefly reviews the history of translation in language learning within the framework of various methodologies. Introduction Translation was a significant part of ELT for a long time, and then a significant missing part for a long time also. The history of translation in ELT methodologies As mentioned above, translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. Objections to using translation We can consider possible problems with using translation by looking at possible negative impact on learners and then on teachers. Learners Teachers Some ideas for classroom activities Comparisons
Translation procedures, strategies and methods 1. Introduction ranslation typically has been used to transfer written or spoken SL texts to equivalent written or spoken TL texts. In general, the purpose of translation is to reproduce various kinds of texts—including religious, literary, scientific, and philosophical texts—in another language and thus making them available to wider readers. If language were just a classification for a set of general or universal concepts, it would be easy to translate from an SL to a TL; furthermore, under the circumstances the process of learning an L2 would be much easier than it actually is. In this regard, Culler (1976) believes that languages are not nomenclatures and the concepts of one language may differ radically from those of another, since each language articulates or organizes the world differently, and languages do not simply name categories; they articulate their own (p.21-2). 2. The translating procedures, as depicted by Nida (1964) are as follow: 2.1. Making up a new word. 2.2. 3.
Translation techniques Translation techniques Here's a brief outline of a widely-accepted list of translation techniques [quoted from 1. Borrowing This means taking words straight into another language. 2. This is a literal translation at phrase level. 3. Just what it says - "El equipo está trabajando para acabar el informe" - "The team is working to finish the report". 4. This is the mechanical process whereby parts of speech "play musical chairs" (Fawcett's analogy) when they are translated. 5. Now we're getting clever. 6. Here you have to express something in a completely different way, for example when translating idioms or, even harder, advertising slogans. 7. Here something specific to the source language culture is expressed in a totally different way that is familiar or appropriate to the target language culture. 8. Another model describes a technique known as compensation.
Translation Techniques By Chiara Grassilli In Translation Techniques Feb 3rd, 2014 3 Comments 22545 Views This is a presentation by Angelo Pizzuto, professor at the University of Palermo, who offers an introduction to translation, the skills required and the main techniques that can be used to translate from one language to another. The presentation starts with a question: can anyone translate? Factual knowledge is the knowledge of the subject and specific terminology of the text we are translating. Procedural knowledge is the knowledge of methods and techniques to transfer the meaning from one language to another. Highly specialized professionals have the factual knowledge, but if they lack the procedural knowledge they might not be able to re-express the text in another language. What are the main strategies that allow translators to translate? Under each option there are several translation techniques available. > Borrowing> Calque (divided into Lexical calque and Structural calque)> Word-for-word translation
Grammar-Translation Method, Selected Lesson Plans The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. As Omaggio comments, this approach reflected "the view of faculty psychologists that mental discipline was essential for strengthening the powers of the mind." The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. the house = das Haus the mouse = die Maus Very little teaching is done in the target language. Do you have my book? Obviously, there are many drawbacks to the grammar-translation approach. Selected Lesson PlansHeute: Personalpronomen und possessive Adjektive I.
Translation Techniques by Gabriela Bosco As somebody who has been translating professionally for over 15 years now, I must confess the topic of Translation Techniques poses somewhat of a challenge; trying to pin down strategies that you use almost intuitively every day of your life becomes a rather difficult task. That is why I decided to outline a widely-accepted list of translation techniques in the hope that the reader may become interested in knowing a little bit more about translation and its nuances. Direct Translation Techniques Direct Translation Techniques are used when structural and conceptual elements of the source language can be transposed into the target language. BorrowingCalqueLiteral Translation Borrowing Borrowing is the taking of words directly from one language into another without translation. Borrowed words are often printed in italics when they are considered to be "foreign". Calque Literal Translation Oblique Translation Techniques Oblique translation techniques include: Transposition Modulation
Close-Reading Strategies: Close Reading in Technical Text Students need to understand that readers dive into different texts for different purposes. Sometimes we read for entertainment. Sometimes we read to learn. But technical texts are read with another goal in mind--to execute something, to perform something, to solve something. Readers of technical text are most successful when they "read closely." First Reading When reading closely, teach students to first read the technical text/story problem all the way through. Second Reading After this first reading, students will reread. During this second reading of technical text, students should have pencils in their hands. Third Reading Now, it's time for the third reading (or the second rereading). When solving a math story problem, this third reading will also be done with pencil in hand.
Articles on Teaching Translation Articles for Translators and Translation Companies How to Teach Translation Become a member of TranslationDirectory.com at just 8 EUR/month (paid per year) A Comparative Study of Translation Teaching in Iran and Spain This article seeks to compare university educational system of translation in Iran with that of Spain and also shed light on aims of both systems and how they try to achieve their desirable purposes. Teaching Translation: A Look at the Way It Is in Iranian Universities and the Way It Should Be The importance of translation and cross-cultural issues in today's world is nothing new or strange. Towards more efficient courses of translation Far away from the theories of equivalence that gained momentum in the translation literature, students at Jordanian universities, private and public, are still in need to learn how to be translators. Communication Strategies Do Work! Navigating in a New Era: What Kind of Education and Training for Translators? Is Translation Teachable?