rethinking translation in the second language classroom

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considering translation as 1) a communicative activity, 2) a cognitive process, and 3) a cultural experience that could eventually be implemented in a L2 classroom. Therefore, these units will demonstrate that translation can not only serve as a teaching resource, but also as a valuable tool for the deeper comprehension of L2. In summary, the use of translation in a L2 classroom will a) verify comprehension and accuracy, b) build up passive and active vocabulary, c) deepen comprehension, d) improve writing skills, e) ease the retention of sentence structure, f) contribute to a better communication and expression, and g) assist in problem solving and make decisions. The rest of the work is structured as follows: Chapter 2 is an overview of teaching discourse and text analysis through translation in the L2 classroom, chapter 3 deals with translation as a communicative activity, chapter 4 studies translation as a cognitive process, chapter 5 investigates translation as a cultural experience, and chapter 6 summarizes conclusions. 14
CHAPTER 2 TEACHING DISCOURSE AND TEXT ANALYSIS THROUGH TRANSLATION IN THE L2 CLASSROOM Introduction: Goal of Chapter and Overview The purpose of communication in the L2 is usually achieved within the L2 classroom, however, what happens when students travel abroad? It is very common for students to encounter problems in the use of language in specific situational contexts. The question is: how can we teach students to use the language effectively and appropriately in different social and cultural contexts? In other words, how can we expand the use of language in the L2 classroom? The goal of this chapter is to consider the application of translation into the teaching of discursive skills in order to facilitate the internalization of L2 pragmatic competence. It seems that we are leaving out an important aspect of language that is usually learned through the interaction with native speakers and cultural experiences abroad. It is necessary to transition from grammar into discourse and from the language analysis into teaching language for communication (Celce-Murcia, 2000, p. 5). Taking into account that the practice of translation involves dealing with intralinguistic, extralinguistic, pragmatic and cultural issues, it could be extremely beneficial for the L2 student to become involved with all those different activities in order to have a broader vision of the uses of language. By bringing the translation exercise into the L2 classroom, we are reinforcing their use of grammar, broadening their vocabulary registry, and becoming aware of different situational contexts. In summary, students will be aware of adequacy in the L2 and will eventually develop a communicative or pragmatic 15
Page 1 and 2: RETHINKING TRANSLATION IN THE SECON
Page 3 and 4: TABLE OF CONTENTS 3 Page ACKNOWLEDG
Page 5 and 6: LIST OF TABLES Table Page 1. Introd
Page 7 and 8: CHAPTER 1 RETHINKING TRANSLATION IN
Page 9 and 10: exercises, this method had little t
Page 11 and 12: Relevance But, before moving forwar
Page 13: learners’ L2 development. This be
Page 17 and 18: Carbonell proposes a more detailed
Page 19 and 20: 3. Information structure: alludes t
Page 21 and 22: Even though all these types of tran
Page 23 and 24: implications in each culture. Moreo
Page 25 and 26: ecoming aware of these translation
Page 27 and 28: In this chapter I have studied the
Page 29 and 30: As mentioned in a previous chapter,
Page 31 and 32: tends to be spontaneous, and requir
Page 33 and 34: Table 2: Communicative activity #1
Page 35 and 36: Conclusion In this chapter, I have
Page 37 and 38: Intralingual Translation As I alrea
Page 39 and 40: Figure 3: Model of communication wi
Page 41 and 42: Table 5: Cognitive activity #2 4. I
Page 43 and 44: Conclusion In this chapter, I have
Page 45 and 46: classroom, where both the semiotic
Page 47 and 48: c) pragmatic, when one sign is rela
Page 49 and 50: Table 7: Cultural activity #1 6. SM
Page 51 and 52: Table 9: Cultural activity #3 8. A
Page 53 and 54: CHAPTER 6 CONCLUSIONS In this work
Page 55 and 56: APPENDIX A: MATERIALS FOR TRANSLATI
Page 57 and 58: When I came to the United States 16
Page 59 and 60: to tell them the things that I see
Page 61 and 62: B) TRANSLATION Entrevista de Laura
Page 63 and 64: Isabel Allende: No. Todo sucedió t
Page 65 and 66:
Nunca se habían hecho esa pregunta
Page 67 and 68:
APPENDIX B: MATERIALS FOR TRANSLATI
Page 69 and 70:
5. VOSEO IN A POEM OF CORTÁZAR AND
Page 71 and 72:
6. b) NEWS 2 EL 31% DE LOS ADULTOS,
Page 73 and 74:
8. AN ADVERTISEMENT 73
Page 75 and 76:
Danchev, A. (1983). “The controve
Page 77:
Tomlin, R. (1994). “Functional gr
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