Whether Translation in Language Teaching can Promote Learners' SLA in the Second Language Classroom
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v4i1.654
Abstract
In recent years, there has been an increasing interest in translation in language teaching (TILT) as a pedagogical method for learning a second language, aiming to improve learners' second language acquisition (SLA) in the second language classroom. The study's main aim is to investigate whether TILT can promote students' second language acquisition, especially in the second language classroom. The paper was completed by previous arguments and challenging issues about TILT with research findings, relevant teaching theories and practical teaching experiences. The essential findings are that TILT plays a significant role in developing learners' SLA in the second language classroom. The results offer the relevant suggestions of TILT in second language classrooms and practical teaching approaches to applying TILT as a tool or skill in second language learners considering learners' requirements.
Keywords
translation in language teaching (TILT); second language acquisition (SLA); second language teaching (SLT); second language classrooms
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[2] Carreres Á., Noriega-Sánchez M. (2011). Translation in Language Teaching: Insights from Professional Translator Training. The Language Learning Journal, 39(3):281-297.
[3] Kelly N., Bruen J. (2015). Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours. Language Teaching Research, 19(2):150-168.
[4] Colina S., Lafford B.A. (2017). Translation in Spanish Language Teaching: the Integration of a "Fifth Skill" in the Second Language Curriculum. Journal of Spanish Language Teaching, 4(2):110-123.
[5] Murtisari E.T. (2016). Translation Skill in Language Learning/Teaching: EFL Learners' Point of View. Studies About Languages / Kalbų Studijos, 29:102-113.
[6] Biasetti G. (2016). Benefits of an Interpretation Course for Foreign Language Learning and Development. Hispania, 99(4):615-634.
[7] Marinac M. (2018). Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia. Theory and Practice in Language Studies, 8(8):906-915.
[8] Macaro E. (2001). Analysing Student Teachers' Codeswitching in Foreign Language Classrooms: Theories and Decision Making. The Modern Language Journal (Boulder, Colo.), 85(4):531-548.
[2] Carreres Á., Noriega-Sánchez M. (2011). Translation in Language Teaching: Insights from Professional Translator Training. The Language Learning Journal, 39(3):281-297.
[3] Kelly N., Bruen J. (2015). Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours. Language Teaching Research, 19(2):150-168.
[4] Colina S., Lafford B.A. (2017). Translation in Spanish Language Teaching: the Integration of a "Fifth Skill" in the Second Language Curriculum. Journal of Spanish Language Teaching, 4(2):110-123.
[5] Murtisari E.T. (2016). Translation Skill in Language Learning/Teaching: EFL Learners' Point of View. Studies About Languages / Kalbų Studijos, 29:102-113.
[6] Biasetti G. (2016). Benefits of an Interpretation Course for Foreign Language Learning and Development. Hispania, 99(4):615-634.
[7] Marinac M. (2018). Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia. Theory and Practice in Language Studies, 8(8):906-915.
[8] Macaro E. (2001). Analysing Student Teachers' Codeswitching in Foreign Language Classrooms: Theories and Decision Making. The Modern Language Journal (Boulder, Colo.), 85(4):531-548.
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