The Simpsons: Translation and language teaching in an EFL class

Pavan, Elisabetta

doi:10.14746/ssllt.2013.3.1.7

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…Çevirinin yabancı dil öğretimindeki rolüne yönelik farklı yaklaşımlar geliştirilmiştir: 20. yüzyılın başlarında, çeviri kullanımının konuşma becerisini ihmal ettiğine dair olan inanıştan dolayı, çeviri İngilizce öğretimine dahil edilmemiştir. Ayrıca, 1960Ayrıca, ve 1970li yıllarda, dilin iletişimsel yönünün vurgulanmasından ötürü, o yıllarda konuşma becerisine yoğunlaşılmış ve iletişim dil öğretiminin önemli bir ögesi haline gelmiştir (Pavan, 2013). 1980'lerde, çeviri, yeniden dil öğretimine dahil edilmeye başlanmıştır (Kupske, 2015).…”

Section: çEviri Ve Dil öğRetimiunclassified

“…Differing approaches were developed towards the role of translation in foreign language teaching (FLT). In the early 20 th century, translation was dismissed since it was believed that the use of translation would ignore spoken production; furthermore, emphasizing communicative aspects of language in the 1960s and 1970s relied heavily on spoken language by rendering interaction as a prominent component in language teaching (Pavan, 2013). In the 1980s, translation started to emerge in language teaching (Kupske, 2015).…”

Section: Translation and Language Teachingmentioning

confidence: 99%

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“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Arslan

Kavaklı²

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Translation from source language (L1) to target language (L2) and/or vice versa plays an important role for language learners since they tend to use translation in order to understand and interpret the language utterances. Perspectives towards the use of translation in foreign language teaching and learning process have changed over the time. As the learners are not native speakers of L2, they are likely to utter some structurally or semantically deviant forms of language. For this reason, conducting an error analysis procedure might be of crucial importance in understanding which domains of language are erroneous for language learners in order to fix the problems and improve language proficiency. In Turkey, English Language Teaching bachelor degree programs include the translation course where student-teachers are supposed to handle translations from L1 to L2 and L2 to L1. In this study, the translation assignments of 30 pre-service EFL teachers were investigated through document analysis and findings point out that the errors fall into structural, lexical and translational/interpretational categories. Finally, the pedagogical implications were drawn in relation to the field. Kaynak dilden (L1) hedef dile (L2) ve/veya hedef dilden kaynak dile yapılan çeviriler, dil öğrenen kişiler için çok önemli bir rol oynamaktadır, çünkü dil öğrenenler, dili anlamak ve yorumlamak için çeviriyi kullanma eğilimindedirler. Çevirinin yabancı dil öğretiminde ve öğrenme sürecinde kullanılmasına yönelik bakış açısı da zamanla değişmiştir. Öğrencilerin yabancı dili kendi ana dilleri gibi konuşamama durumlarından dolayı, onların yapısal veya anlamsal olarak hatalı dil formları üretmeleri muhtemeldir. Bu nedenle, hata analizi yapmak, dil öğrencilerinin hangi alanlarda hata yaptığını bulmak, bu hataları düzeltmek ve öğrencilerin dil yeterliğini geliştirmek açısından son derece önemlidir. Türkiye'de İngiliz Dili Eğitimi lisans programlarında öğrencilerin kaynak dilden (Türkçe)-hedef dile (İngilizce) ve hedef dilden kaynak dile çeviri yaptığı çeviri dersi bulunmaktadır. Bu çalışmada, Türkiye'de bir devlet üniversitesinde okuyan 30 İngilizce öğretmeni adayının çeviri ödevleri doküman analizi aracılığıyla incelenmiş ve öğretmen adaylarının çeviri hatalarının yapısal, sözcüksel ve çevirisel/yorumsal kategorilerde olduğu ortaya çıkmıştır. Son olarak, alanla ilgili pedagojik çıkarımlarda bulunulmuştur.

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Section: çEviri Ve Dil öğRetimiunclassified

Section: Translation and Language Teachingmentioning

confidence: 99%

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Arslan

Kavaklı²

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…If the potential of a simulated translation task is to be used to the fullest, it seems reasonable to introduce students to specific translation procedures and transformation that will help them overcome the innate difficulties of crosslinguistic rendering of texts, as can be seen on the example of translation activities implemented by Pavan (2013), Mateo (2015), Davaribina and Asl (2017) or Mahmoud (2018).…”

Section: Simulated Translation In Eltmentioning

confidence: 99%

Facets of translation in foreign language education: a tentative classification of forms and uses

Liashuk

2019

Journal of Language and Cultural Education

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The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.

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“…Similar research has been conducted by Vanderplank (1988) who uses intralingual subtitles for teaching foreign language. Pavan (2013) uses the process of composing subtitles to learn foreign languages. In his research, he asked his students to watch The Simpson movie and translated some parts of the dialogue in the form of a subtitle.…”

Section: Introductionmentioning

confidence: 99%

Interlingual Subtitles to Increase High School Students’ Ability in Understanding Explanation Texts

Pratama¹,

Retnaningsih²,

Prakoso³

2021

Metathesis.J.Engl.Lang.Lit.Teach.

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<p>This paper explores the use of interlingual subtitle as a media in teaching reading skill in one of private high schools in Surakarta. This research was initially conducted as the teachers found problems in teaching genres of texts, especially explanation text. Interlingual subtitle which is placed in videos is offered by the researchers as a solution and expected to help students in understanding the content of explanation text. This research uses classroom action research method with two cycles. The objectives of this research are to find out: 1) the implementation of interlingual subtitle in teaching explanation text, and 2) the impacts of interlingual subtitle on students’s achivements. The subjects of this research are 33 students of social science class and 33 students of natural science class. It is found out that interlingual subtitle can be used as a supplementary material in teaching explanation text. Interlingual subtitle has also contributed positively to the increasing scores of the students during the pre-test to the post-test.</p><p> </p>

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The Simpsons: Translation and language teaching in an EFL class

Cited by 6 publications

References 15 publications

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

“I Know That I Am No Good”: An Analysis Into the Translation Errors of Pre-Service Efl Teachers

Facets of translation in foreign language education: a tentative classification of forms and uses

Interlingual Subtitles to Increase High School Students’ Ability in Understanding Explanation Texts

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