Translation in language teaching: insights from professional translator training

Carreres, Ángeles; Noriega-Sánchez, María

doi:10.1080/09571736.2011.567356

Cited by 42 publications

(31 citation statements)

References 15 publications

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“…Feedback elicited from student questionnaires echoes the findings of Carreres and Noriega-Sanchez (2011), with translation identified as one of the key tasks that facilitates the language learning process. Additionally, students feel that it is an enjoyable way to approach the target language.…”

Section: Discussionmentioning

confidence: 69%

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours

Kelly

Bruen

2014

Language Teaching Research

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A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this paper is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case-study of one Irish Higher Education Institution was conducted and qualitative interviews carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process. KeywordsTranslation, language teaching, L1, Grammar Translation I IntroductionCriticisms leveled against translation have had a negative impact on academic opinion regarding its use in language teaching (Cook, 2010). Most notable is the association of Translation in Language Teaching (TILT) (Cook, 2010) with the Grammar Translation approach to language teaching.The insidious association of Translation in Language Teaching with dull and authoritarian Grammar Translation, combined with the insinuation that Grammar Translation had nothing good in it at all, has lodged itself so deeply in the collective consciousness of the language-teaching profession, that it is difficult to prise it out at all, and it has hardly moved for a hundred years. The result has been an arid period in the use and development of TILT, and serious detriment to language teaching as a whole (Cook, 2010, p. 156). However, as Schjoldager (2004), Cook (2009 and Lems, Miller and Soro (2010) point out, TILT continues to be used in practice in many parts of the world. This paper uses a case-study approach to begin to address the following research questions:1. What are the attitudes of university language lecturers towards the use of TILT? 2. What behaviours in terms of the use of TILT are associated with more positive or negative attitudes towards its use? 3. What background factors are associated with more positive or negative attitudes towards its use?In order to frame these questions, the following section reviews the pertinent literature, outlining the events that led to the demise of translation in the classroom, and presents the case for and against the use of translation as a language learning tool. II Literature review 1 The demise of TILTDespite the widespread popular assumption that translation should play a major and necessary part in the study of a foreign language, recent theories of language teaching and learning have at best ignored the role of translation, and at worst vilified it. From the end of the nineteenth century onwards almost all influential theoretical works on language teaching have assumed without argument that a new l...

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Section: Discussionmentioning

confidence: 69%

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours

Kelly

Bruen

2014

Language Teaching Research

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“…El renovado interés que suscita hoy el uso de la traducción en la enseñanza de lenguas apunta a un verdadero giro traductológico en el campo (Laufer y Girsai 2008;Cook 2010;Leonardi 2010;Carreres y Noriega-Sánchez 2011;Pintado-Gutiérrez 2012a;Pym et al 2013;Carreres 2014;Kerr 2014;Laviosa 2014aLaviosa , 2014bCarreres, Noriega-Sánchez y Calduch 2018). Superada la fase polémica, y partiendo del consenso alcanzado, el presente monográfico se propone avanzar en la investigación sobre el potencial pedagógico de la traducción y su uso didáctico en el aula presencial o virtual, con especial énfasis en la enseñanza del español como segunda lengua (L2).…”

Section: El Giro Traductológico En La Enseñanza De Segundas Lenguasunclassified

Translation in Spanish language teaching: the fifth skill/La traducción en la enseñanza del español: la quinta destreza

Carreres

Muñoz-Calvo

Noriega-Sánchez

2017

Journal of Spanish Language Teaching

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“…Es conveniente enfatizar que la traducción pedagógica es un campo de investigación abierto, dado que son pocas las investigaciones empíricas que se han realizado hasta el momento para validar su aplicación (Carreres y Noriega-Sánchez, 2011;Cummins, 2007;Hurtado Albir, 2001y Kä-llkvist, 2008 Glopper, 2002;Källkvist, 2004Källkvist, , 2008Vaezi y Mirzaei, 2007;Laufer y Girsai, 2008;Belpoliti y Plascencia-Vela, 2013y Sánchez Cuadrado, 2016. A continuación, se presentan dos de dichas investigaciones que examinan específica-mente el impacto de la traducción en el desarrollo de habilidades morfosintácticas.…”

Section: Estudios Previosunclassified

“…Por último, como han señalado otros investigadores previamente (Carreres y Noriega-Sánchez, 2011;Cummins, 2007;Hurtado Albir, 2001y Kä-llkvist, 2008, conviene subrayar la importancia de realizar más investigaciones empíricas que evalúen los efectos de la traducción pedagógica.…”

Section: Conclusiones E Implicaciones Pedagógicasunclassified

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El efecto de la traducción pedagógica en la precisión morfosintáctica: un estudio preliminar con estudiantes avanzados de ESL

Jiménez

2017

Comunicación

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En este artículo se exponen los resultados de un estudio longitudinal de cuatro semanas de duración sobre el efecto de la traducción pedagógica en la precisión morfosintáctica en la segunda lengua. Seis estudiantes universitarios matriculados en un curso de nivel avanzado de español como segunda lengua en la Universidad de Houstonparticiparon en el estudio. El curso tenía como objetivo contribuir al desarrollo la competencia comunicativa de los estudiantes mediante la introducción de la práctica de la traducción directa (L2>L1) e inversa (L1>L2), con un particular énfasis en esta última modalidad. Los participantes llevaron a cabo una actividad de traducción a modo depretest/postest al comienzo y al final del curso. Los resultados sugieren que la incorporación de la traducción pedagógica mediante una metodología activa que promueve la reflexión y combina el trabajo individual y colaborativo tiene un impacto considerable en la precisión morfosintáctica en la segunda lengua. Este impacto positivo se haceparticularmente notorio en el uso de preposiciones, adjetivos y del tiempo y modo verbales. Así, este estudio se suma a los trabajos de Cook (2010) y González Davies (2002), que proponen la práctica de la traducción inversa (L1>L2) para el desarrollo de la precisión gramatical.

show abstract

Translation in language teaching: insights from professional translator training

Cited by 42 publications

References 15 publications

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours

Translation in Spanish language teaching: the fifth skill/La traducción en la enseñanza del español: la quinta destreza

El efecto de la traducción pedagógica en la precisión morfosintáctica: un estudio preliminar con estudiantes avanzados de ESL

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