rethinking translation in the second language classroom

competence. In fact, “aprender a reconocer modelos de texto equivale a desarrollar las
destrezas necesarias para producirlos” (Carbonell, 1999, p. 111).
In this chapter, I will first define the notion of discourse and text analysis within
L2 field. Second, I will apply an exercise of different types of translation as a tool to
enhance the internalization of L2 discursive skills.
Defining discourse and text analysis in the L2 classroom
Theoretical linguistics has traditionally been divided according to different areas
for the study of language: phonetics, phonology, morphology, syntax, semantics, and
pragmatics. Discourse and text analysis belongs to this latter area of language. But, what
do we understand by pragmatics? Mey (1993) defines it as “the study of the conditions of
human language uses as these are determined by the context of society” (p. 42). In other
words, this area of study focuses on the use of language in relation to its users and the
circumstances involving the communication process. Therefore, in order to avoid those
situations where the speech in L2 is grammatically correct but pragmatically incorrect, it
is crucial to incorporate this dimension of language in our daily teaching experiences.
Traditional research in linguistics has focused at the sentence level, but recently
there has been an interest in studying the role of a sequence of sentences that create
coherent passages of language. At the text level, it is possible to talk about two different
approaches. On one hand, discourse analysis “focuses on the structure of naturally
occurring spoken language, as found in such ‘discourses’ as conversations, interviews,
commentaries, and speeches” (Crystal, 1997, p. 116). On the other hand, text analysis or
the European equivalent text linguistics “focuses on the structure of written language, as
found in such ‘texts’ as essays, notices, road signs, and chapters” (Crystal, 1997, p. 116).
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