Essay About Use Of Simple Words And English Version

Application of Translation in Foreign Language Teaching
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Application of translation in Foreign Language Teaching   Translation is a multidimensional and multifaceted process determined by the System and norm of the two languages, the two cultures, the two communicative situations (the primary and the secondary), the referential situation, the functional parameters of the source text and the translation norm. Linguistic and extralinguistic determinants of translation form a series of filters underlying the strategy of decision making. A major role is played by presuppositions and implications based on background knowledge.In translation activity,I will prepare a series of interesting quotations (for example, 10) on a piece of paper and will show them to the students one by one (using an overhead projector would work nicely, otherwise write them on the board or prepare a piece of paper that students look at little by little). I will give the students 30 seconds to read it, then will take it away. They must each individually write what they understood but in their own language.I will  take quotes from the news and ask them to imagine who said it.After that I will divide students into pairs. One receives a native language version of a dialogue, the other an English version of the same dialogue. Then both students attempt to translate the dialogue. Later, the two students will compare results and act out the English dialogue. Depending on student levels, the discussion about the translated dialogues may be held in the students’ native language or in English. The activity serves as a consciousness raiser in comparing a student’s L1 with his or her L2. Students will generally be able to access their L1 and use it to learn new vocabulary by translating. It is also useful for pointing up built-in redundancies in language, whereby there are numerous ways to express the same meaning. Finally, the acting out of the English dialogue offers the students production practice that is necessary for improving their speaking skills.Besides that,there is another activity where learners are exposed to an extract from Cinderella’s fairytale in both English and Kazakh. The fairytale chosen for this kind of activity should be written exclusively for young learners so that both languages (English and Italian) make use of simple words and structures. The texts should be aligned so that there is a direct correspondence between the English and the Kazakh text. At this stage, the English text will include a few gaps which will be later filled in by learners whereas the Kazakh text will have no gaps to help learners choose the correct word to use in the English text.Then,Iwill  ask students, by using L1 for instructions, to find the missing words in the English text by using the English words included in the brainstorming chart. Learners should be reminded that the Kazakh text is there to help and they can rely on the translated words in the Kazakh text to choose the correct word to insert in the gaps of the English text. These words can be highlighted to facilitate the translation task. Alternatively, learners can be asked to find the translation equivalents of the words in the brainstorming chart in the Kazakh text and highlight them. Once they have found the correct Kazakh equivalent for all the words included in the brainstorming chart, they can then proceed to fill in the gaps in the English text with the correct word. Once learners have finished their translation and vocabulary building activity, it could be a good idea to ask them to write the English words along with their Kazakh translation or vice versa(depending on the direction of the translation task) in their notebooks in order to create a bilingual glossary. Since learners are young , the glossary can also include a picture of the word so that comprehension and memorization can be facilitated through the use of both linguistic and extra-linguistic features. Finally, I will read the story aloud or ask learners (depending on task requirement, time availability and proficiency level) to do the reading.