LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 8 August 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Copyright © 2012
M. S. Thirumalai
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Integrating Translation into Task-Based Activities -
A New Direction for ESL Teachers

Shamim Ali, Ph.D.

Abstract

Translation is an efficient teaching method to facilitate students in the acquisition of foreign languages. Through the process of doing translation, students apply their linguistic knowledge into practical use and raise awareness of the similarities and differences in morphology, syntax, semantics, and pragmatics between the two languages. The incorporation of translation into task-based activities teaches students that translation is not a discrete and useless grammar drill but rather a communicative tool to help them achieve real-life tasks.

Introduction

The use of the translation method in the EFL classroom is often criticized based on two general arguments. First, translation involving the use of the mother tongue deprives students of opportunities to receive sufficient L2 input. Second, translation triggers L2 learning errors due to negative interference from the mother tongue. EFL teachers are therefore strongly encouraged to abandon the translation method.

While some researchers have advocated the monolingual approach in the EFL classroom, others propose the use of translation as an aid to EFL teaching. In response to the belief that there is insufficient L2 input when translation is used in the classroom, these researchers question the point of providing sufficient L2 input if it is incomprehensible to learners. In contrast, using translation to assist students in comprehension first then moving on to further learning is more helpful. Regarding negative interference by the mother tongue, supporters of the translation method claim that translation increases students’ awareness about both the similarities and differences between the two languages, which, thus, prevents them from producing utterances that deviate from the target language.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shamim Ali, Ph.D.
Department of English (Functional Courses)
National University of Modern Languages
Islamabad 44000
Pakistan
dr.shamimali@hotmail.com
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