TRANSLATION TECHNIQUES 551037A_363

THEME: ESSAY

PRESENTED:
CAROLINA VEGA
CODE: 1049633087

PRESENTED TO:
DINA ESPERANZA BONILLA
TUTORA

SCHOOL OF EDUCATION SCIENCES

BACHELOR'S DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
UNAD
 ASSAY

d) Kavaliauskien G. (2009) says that translation does not help students

to develop communication skills. Translation activities may be adequate
for students who prefer analytical or verbal-linguistic learning
strategies.

Translation is a very common strategy, used by many students and including

teachers themselves, is a natural exercise, which is carried out to improve the
command of a language, although the translation does not help students significantly
in the acquisition of communication skills, if a certain proportion influences the
practice of all language skills such as reading, writing, speaking and listening.
According to Krashen the acquisition of a language is the subconscious process that
the speaker carries out without realizing and that concentrates more on the use of
the language than in an analysis of the rules of the same. (Krashen, 1987: 10).

In order for students to acquire the ability of translation in a second language,

they must have a knowledge of L1, along with adequate knowledge of the foreign
language and thus be able to transfer L1 skills to their L2 reading tasks. Students
who learn well are better speakers and writers, better literacy in the mother tongue
helps develop reading-writing skills in the second language. All the pedagogical
prose in language teaching aims to promote and awaken in the student different
skills. Communicative, organisative, pragmatic, grammatical, textual, illocutionary,
sociolinguistic, discursive, linguistic of action, sociocultural, strategic competence,
together with the autonomy of the student, so that he can develop cognitive abilities
required in the translation process.
 We know that acquiring skills and discursive skills in a new language is a
complex cognitive process, which makes it necessary for the learner to have certain
learning characteristics, such a process for all the level of complexity due to the
cognitive layers, and other factors determinants.

By way of conclusion, it is emphasized that translation is a fifth skill whose teaching

and learning has to be added to that of the other four (reading, writing, listening and
speaking) as Stibbard (1998: 71) proposes. This new concept attempts to
encompass all intralinguistic activities in which the student would become a mediator
between the languages and cultures of different groups of speakers to allow them to
establish communication that otherwise could not take place.
 Biblyography

Liao, P. (2006). EFL Learners' Beliefs about and Strategy Use of Translation in
English Learning. RELC Journal, 37(2), 191-215.
doi:10.1177/0033688206067428. Retrieved from

http://posenliao.idv.tw/doc/EFL_Learners_Beliefs_about_and_St
rategy_Use.pdf

Guerra, A. (2014, enero).The usefulness of Translation in Foreign

Language Learning: students attitudes. Retrieved July 06, 2017
from
http://repositori.uji.es/xmlui/bitstream/handle/10234/134505/6
2499.pdf