ranslation in the L2 classroom A sp

ranslation in the L2 classroom
A special classroom use of the L1 is the
translation of L2 texts into the L1, a procedure
that has been neglected, possibly because of its
association with the old Grammar Translation
Method (Owen 2003; Tuck 1998). However,
current research reveals that today’s translation
activities have little to do with the previous
method, which occurred in a non-interactive
teacher-centered classroom with few activities
aside from the translation of difficult, non-relevant,
and often boring texts (Bonyadi 2003;
Owen 2003; Tuck 1998).
According to Van Els et al. (1984), indicating
the lack of correspondence between
L1 and L2 forms can enhance understanding
of the language being learned. It is a natural
linguistic phenomenon for a learner to display
positive and negative language transfer of the
L1 through interlanguage, and translation
offers one way to highlight these similarities
and differences.
Translation can also be used as a productive
means to learn new L2 vocabulary. And
translation can draw the teacher’s attention
to the words and structures that need to be
practiced (Van Els et al. 1984). For something
different, Tuck (2003) proposes the use of L1
to L2 translation as a guided writing exercise
for beginners, using process approach activities
such as writing practice, dictionary work, and
peer-correction opportunities.
There are many other activities to use with
translation that successfully raise consciousness
about the L2 (Bonyadi 2003; Owen 2003). As
with other theoretically sound methods, the
following principles support the use of translation
for L2 acquisition:
• Translation uses authentic materials. Students
respond to relevant materials from
the real world, and with translation
teachers have an opportunity to select
the most appropriate types of texts.
• Translation is interactive. Translation
does not have to be a solitary activity.
It can promote communication through
classroom discussions with the teacher
and among students through group
work and peer correction.
• Translation is learner-centered. The
learner-centered classroom is essential
to effective teaching (Mahmoud 1992,
2000). Motivated students have input
into the selection of materials and the
design of activities. The teacher allows
for questions and feedback as students
negotiate the meaning of language.
• Translation promotes learner autonomy.
Translation can motivate students as
they gain an understanding of the intricacies
of the L2, including different
communication and learning strategies.
They also discover their own learning
styles and become adept at using dictionaries
and electronic resources. All of this
instills confidence in their own abilities
and, most importantly, provides them
with skills they can use outside of the
classroom.
For these reasons and more, translation is
now considered an acceptable procedure for
the Communicative Approach to language
teaching (Bonyadi 2003).