Unit 2: Collaborative Activity 5

Translation procedures, strategies and methods

Translation techniques

Presented by:
Dany Julieth Manrique Mndez
1.080.185.334
Pedro Julin Amaya Muoz
91515095

Yenifer Benavides Bravo

1083908835

Diana Esperanza Jamioy

1082774651

Presented to:
Carlos Alberto Pelayo

Group
551037_6

Open and Distance National University UNAD

Science Educational Department
Pitalito Huila
June 27th
 1. Essay

THE PARADIGM TRANSLATION OF FOREIGN LANGUAGE EDUCATION

In today's education, in terms of teaching or learning a second language, through different

research, a look has been given to the use of translation, as a learning strategy that can be
used by students as a flexible resource And motivational, as Duff (1989) points out: it
identifies three essential purposes of translation as an activity in language learning:
accuracy, clarity and flexibility. He argues that the translation "enables the learner to seek
(flexibility) the most appropriate words (accuracy) to convey what is meant (clarity).

The integration of translation into the foreign language classroom is identified not as a
simple optional activity within the classroom or to be taken in the background within the
activities that the teacher can develop for the teaching-learning process alone By the
necessity of resorting to it at some other time for reasons of comfort than for convincing it
to be didactically effective, as mentioned by Ballester-Chamorro (1991): who define that
the translation as an activity in itself allows them to be put into play Knowledge - lexical,
grammatical, pragmatic - in a more precise way than other didactic procedures.

The purpose of translation (accuracy, clarity and flexibility) is framed as the key in the
classroom of foreign language, because it facilitates the acquisition of competences "only if
the translation practice is equivalent to the regular combination of grammar rules with
Translation to target language as the main practice technique "Popovic, R. (nd). For this
reason, translation as a pedagogical strategy is identified as an essential factor within a
language curriculum under a communicative, dynamic and flexible paradigm; Where
teaching includes essential theoretical-pragmatic axpects.In the development of learning a
second language must take into account the importance of the mother tongue, since it
improves language accuracy, fluency and flexibility.
Because translation is a natural part of language learning and has been an important part of
teaching English for a long time, it has been abandoned since communicative
methodologies became dominant, although the need to improve language accuracy and
fluency An fact that the use of the mother tongue and the translation can serve as a tool to
improve the linguistic abilities.

The benefits of translation activities include practicing all language skills, reading, and
writing, speaking and listening. In terms of communicative competence, accuracy, clarity
and flexibility can be developed. Translation is a natural real-life activity that many
students use daily, formally or informally. Translation is a common strategy used by many
students even though teachers do not encourage it. Discussion of differences and
similarities between languages help students to understand the problems caused by their
mother tongue. Developing skills in translation is a natural and logical part of improving
linguistic competence.

The main objections to the use of translation in language teaching can be summarized as:

First, translation does not help students develop communication skills.

Second, it encourages you to use L1 instead of L2.

Third, translation activities may be appropriate for students who prefer analytical or verbal-
linguistic learning strategies.

Finally, translation is a difficult skill that is not always rewarding.

It is therefore considered that translation has both advantages and disadvantages which has
helped to make clear that translation has many positive effects, and some few negative
effects since it can be used to help learn, to practice what has been learned, To diagnose
problems, In any case, teachers cannot prevent students from translating, is a fundamental
basis for language learning.
Translation is also a useful skill in itself. And not just for professional translators and
interpreters. In multilingual societies and in a globalized world, translation is all around us
as an authentic act of communication. In addition, it allows students to relate new
knowledge to existing knowledge (as recommended by many learning theories), promotes
the perception and Knowledge of the language and highlights the differences and
similarities between the new and the existing.

Apart from being an act of communication, translation is a complex activity which involves
linguistic, cultural, communicative and cognitive factors. These factors are all closely
intertwined with FL learning, thus making translation a necessary, unavoidable and
naturally-occurring phenomenon when learning foreign languages. Schffner (2002, 1)
claims that there is evidence of the increasing awareness of the complexity of translation
as both a cognitive and a social activity, which cannot be fully explained by reference to
concepts derived from (structural) linguistics only.

Translation allows communication flow between two or more different linguistic

communities and it allows people to establish contacts and relationships all over the world.
Translation is a linguistic activity because a message is translated from one language into
another by respecting both the source text (ST) language and message and the target
language (TL) conventions. Translation is a cultural phenomenon because it bridges the gap
between two cultures and mediates two cultures in such a way so as to narrow such a gap.
Translation is a naturally-occurring cognitive activity which cannot be stopped. It seems to
be quite normal to rely on translation when faced with foreign words and/or expressions.
This study argues that forcing learners not to rely on translation is not totally productive;
rather, they should be taught how to use their translation ability to the best.

Translation is not only a product but also a process and, as such, it should be included in the
research field of neurosciences and cognitive sciences. Thanks to the neurosciences, indeed,
linguistic disciplines have made significant progress by emphasising the important role of
mental processes in language learning. Mental processes, indeed, are too often ignored in
FL teaching and learning, especially in the case of translation which is too often defined in
very simple terms as a linguistic activity and a linguistic product. Translation, however, is a
complex cognitive activity aimed at decoding the ST, transferring both linguistic and
cultural elements and meanings into the TL and encoding the text into the new language
and context. This mental process can be carried out either consciously or unconsciously by
the learner and, as such, it cannot be avoided.

Nowadays, many theorists, linguists, teachers and language practitioners seem to agree on
the importance of using translation in language classes. Schffner (1998, 125), for instance,
claims that translation and related exercises could be beneficial to FL learning:

a) to improve verbal agility;

b) to expand students vocabulary in L2;

c) to develop their style;

d) to improve their understanding of how languages work;

e) to consolidate L2 structures for active use;

f) to monitor and improve the comprehension of L2.

Translation should be neither associated with the Grammar-Translation method nor with the
traditional activity aimed at training translators. Translation in foreign language classes
becomes a form of pedagogical translation aimed at enhancing and further improving
reading, writing, speaking and listening skills (Leonardi 2010).

Leonardi (2010, 81f.) claims that: The proper use of pedagogical translation can show how
this activity is not uncommunicative and that it does not merely focus on accuracy.
Translation exercises can serve a variety of purposes ranging from linguistic problems to
more cultural, semantic and pragmatic concerns. Furthermore, translation can help learners
enhance their analytical and problem-solving skills which are essential in everyday life as
well as in most working fields. Pedagogical translation, therefore, is the fifth skill which
supports and complements the other four language skills and its application in the FL class
can be a good way to foster bilingualism.

The translation is a process important because put the people more things learn. Translation
is a method that allows effective and timely communication with those with whom we
engage in dialogues in other languages, which facilitates the learning of new languages and
interaction with this.

Duff (1989) states in his postulate that translation is a process in which we are all immersed
in creating new knowledge that allows us to understand, events and facts of our
environment as well as creating knowledge that allows us to learn other languages and to
have the ability To delve into these.

I think that this is a form of compression and teaching in the acquisition of conocimients
and interactions of words important in that student to need develop competency and
improve your life and follow to place in the society.

For the acquisition of a language other than the mother language, it is necessary to have
procedures that allow us to reach concrete objectives regarding what we want to achieve. is
This how we can base ourselves on important components such as: Flexibility that requires
a commitment on the part of the student to Achieve what you want in an appropriate, way
and that you feel at ease for what you want to achieve through the use of precise words that
enrich your language and presentation of this, that emanate a leadership so that other
people with whom We communicate we understand in a great way and can establish a
pleasant, fluid and above all enriching communication. All these elements make learning a
new language is fun and that brings great benefits for those who dare to achieve it.

Translation is a method that allows assertive and timely communication with those who
establish interaction in other languages, since we can place ourselves in the context, time
and place; With whom we establish a conversation, besides acquiring new knowledge,
skills and competences that stimulate autonomy in learning, motivation in the search of new
vocabulary; Since it is a flexible and dynamic process, insofar as the purpose of this
process, is oriented and adjusted to defined parameters to the development of skills,
learning and practice.

The translation seeks to be something universal that to communicates to the people in any
language and that its applicability improves the knowledge and skills in a communication.

Translation allows the transfer of language skills from one language to another and the
cognitive abilities acquired in the learning of one language (L1) can be put to use in the
acquisition and proficiency of other languages (L2) and vice versa. In this respect,
translation becomes an efficient bilingual teaching tool to supplement reading, writing,
listening and speaking skills.

This study argued that translation cannot be avoided as students are persistently translating
into and out of their L1 when learning a foreign language. If they are told how to use
translation skills properly, then they can make the best out of their learning.

Pedagogical translation should not be thought of as a means aimed at training professional

translators but rather as a means to help learners acquire, develop and further strengthen
their knowledge and competence in a foreign language (Leonardi 2010, 17). It is wrong to
think of translation as an exclusive exercise aimed at teaching learners how Annali Online
di Lettere - Ferrara Voll. 1-2 (2011) 25/28 V. Leonardi to translate.

In the development of learning a second language must take into account the importance of
the mother tongue, since it improves language accuracy, fluency and flexibility.

Because translation isa natural part of language learning and has been an important part of
teaching English for a long time, it has been abandoned since communicative
methodologies became dominant, although the need to improve language accuracy and
fluency An fact that the use of the mother tongue and the translation can serve as a tool to
improve the linguistic abilities.

The benefits of translation activities include practicing all language skills, reading, and
writing, speaking and listening. In terms of communicative competence, accuracy, clarity
and flexibility can be developed. Translation is a natural real-life activity that many
students use daily, formally or informally. Translation is a common strategy used by many
students even though teachers do not encourage it. Discussion of differences and
similarities between languages help students to understand the problems caused by their
mother tongue. Developing skills in translation is a natural and logical part of improving
linguistic competence.

The main objections to the use of translation in language teaching can be summarized as:

First, translation does not help students develop communication skills.

Second, it encourages you to use L1 instead of L2.

Third, translation activities may be appropriate for students who prefer analytical or verbal-
linguistic learning strategies.

Finally, translation is a difficult skill that is not always rewarding.

It is therefore considered that translation has both advantages and disadvantages which has
helped to make clear that translation has many positive effects, and some few negative
effects since it can be used to help learn, to practice what has been learned , To diagnose
problems, In any case, teachers cannot prevent students from translating, is a fundamental
basis for language learning.

Translation is also a useful skill in itself. And not just for professional translators and
interpreters. In multilingual societies and in a globalized world, translation is all around us
as an authentic act of communication. In addition, it allows students to relate new
knowledge to existing knowledge (as recommended by many learning theories), promotes
the perception and Knowledge of the language and highlights the differences and
similarities between the new and the existing.
2. Mind map
3. Conclusions

-Translation is a method that allows assertive and timely communication with those who
establish interaction in other languages, since we can place ourselves in the context, time
and place; With whom we establish a conversation, besides acquiring new knowledge,
skills and competences that stimulate autonomy in learning, motivation in the search of new
vocabulary; Since it is a flexible and dynamic process, insofar as the purpose of this
process, is oriented and adjusted to defined parameters to the development of skills,
learning and practice.

-Translation allows the transfer of language skills from one language to another and the
cognitive abilities acquired in the learning of one language (L1) can be put to use in the
acquisition and proficiency of other languages (L2) and vice versa. In this respect,
translation becomes an efficient bilingual teaching tool to supplement reading, writing,
listening and speaking skills.

-This study argued that translation cannot be avoided as students are persistently translating
into and out of their L1 when learning a foreign language. If they are told how to use
translation skills properly, then they can make the best out of their learning.

-Pedagogical translation should not be thought of as a means aimed at training

professional translators but rather as a means to help learners acquire, develop and further
strengthen their knowledge and competence in a foreign language (Leonardi 2010, 17). It
is wrong to think of translation as an exclusive exercise aimed at teaching learners how
Annali Online di Lettere - Ferrara Voll. 1-2 (2011) 25/28 V. Leonardi to translate.

-Translation in FL classes allows better understanding of language structures and, at the

same time, it encourages analytical and problem-solving skills. Through translation
exercises students have the possibility to compare and contrast structures and lexical items.
In other words, pedagogical translation is a naturally-occurring cognitive, linguistic and
communicative learning activity to be promoted rather than neglected.