Types of translation used in foreign language teaching

If we consider translation from the point of view of the relationship between the mother tongue and the foreign lan­guage, we distinguish the following types of translation:.(a) translation from the foreign language into the mother

tongue; (b) translation from the mother tongue into the for­eign language and (c) retranslation (i. е., first pupils trans­late from the foreign language into the mother tongue and then, after a while, back into the foreign language).

If we consider translation from the point of view of its relation to the original, we distinguish:

l. Word - for- word translation (or liter­ally translation), when all the lexical units of the foreign language are replaced by those of the mother tongue, the grammar structure being that of the foreign language. For example,

I have a sister. — Я имею сестру.

My mother is not at home. — Моя мама (есть) не дома.

Не was called on by the teacher yesterday. — Он был

спрошен учителем вчера.

Though word for word translation violates the syntax of the mother tongue, it transmits the meaning of a sentence. Besides, word for word translation is valuable in an educa­tional respect as it gives a pupil an opportunity to compare all the elements of the language he studies with the corres­ponding elements of the mother tongue and in this way to see the difference between these languages.

2. Adequate translation which in contrast with word for word translation transmits the thought ex­pressed in the foreign language by means of the correspond­ing equivalents of the mother tongue.

For example: I have a sister. — У меня есть сестра. My mother is not at home. — Мамы нет дома. He was called on by the teacher yesterday. — Его вчера спрашивал учитель.

3. Free translation or free interpretation of the text in the mother tongue that was read or heard in the foreign language. For example, pupils read a newspaper article and each says a few words on its contents.

4. Literary-artist’s translation is a translation which requires special skills and knowledge and it cannot be included in school syllabus requirements.

Translation may be of two kinds: written and oral. They both may be used with the aim of checking pupils' comprehen­sion, and their knowledge of vocabulary and grammar.

In conclusion, it should be said that translation is a means of teaching a foreign language and, as such, its various types and kinds may be recommended. The choice depends on: (1) the objective of the lesson, (2) language material, (3) stage of instruction, (4) pupils' age, (5) pupils' progress in the target language, (6) time the teacher has at his disposal.

 

 

Recommended Literature:

Беляев Б. В. Очерки по психологии обучения иностранным язы­кам. М., 1965, с. 149-164.

Хэгболдт П. Изучение иностранных языков. М., 1963, с. 22—37.

 

 

Questions for Discussion:

1. Conscious approach to foreign language teaching implies the use of translation. Support your answer.

2. Exercises within the target language are more effective for devel­oping language skills than those of translating from one language into another. True or false?

3. Translation is a complicated skill which requires special training. What is your opinion on the subject?

 

Chapter XI Writing

WRITING AS A SKILL

 

Writing as a skill is very important in teaching and learn­ing a foreign language; it helps pupils to assimilate letters and sounds of the English language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking, and reading.

The practical value of writing is great because it can fix patterns of all kinds (graphemes, words, phrases and sen­tences) in pupils' memory, thus producing a powerful effect on their mind. That is why the school syllabus reads: "Writ­ing is a mighty means of teaching a foreign language." Writing includes penmanship, spelling, and composition. The latter is the aim of learning to write. The school syl­labus states: "Pupils are expected to be able to write a let­ter in the foreign language within the material learnt."

Since writing is a complicated skill it should be developed through the formation of habits such as:

(1) the habit of writing letters of the English alphabet;

(2) the habit of converting speech sounds into their sym­bols — letters and letter combinations;

(3) the habit of correct spelling of words, phrases, and sentences;

(4) the habit of writing various exercises which lead pu­pils to expressing their thoughts in connection with the task set.

In forming writing habits the following factors are of great importance:

1. Auditory perception of a sound, a word, a phrase, or a sentence, i. е., proper hearing of a sound, a word, a phrase, or a sentence.

2. Articulation of a sound and pronunciation of a word, a phrase, and a sentence by the pupil who writes.

3. Visual perception of letters or letter combinations which stand for sounds.

4. The movements of the muscles of the hand in writing. The ear, the eye, the muscles and nerves of the throat and

tongue, the movements of the muscles of the hand partici­pate in writing. And the last, but not the least, factor which determines progress in formation and development of lasting writing habits is pupils' comprehension of some rules which govern writing in the English language.

Soviet methodology believes that a conscious approach to teaching and learning a foreign language can ensure pu­pils' progress in writing.