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The Grammar-Translation Method and The Use of Translation To Facilitate Learning in ESL Classes
The Grammar-Translation Method and The Use of Translation To Facilitate Learning in ESL Classes
com/jaelt
vol.1, No.4, pp.103-105 ISSN 1805-8957
Corresponding author: Cagri Tugrul Mart, Department of Languages, Ishik University, Erbil, Iraq.
E-mail: tugrulbey@hotmail.com.
103
Review article
has been considered detrimental as it does not al- it can maintain and strengthen its own vital role,
low the achievement of fluency and foster commu- while contributing to the development of other skills
nicative language use (Newson, 1998); therefore, it and consequently to a higher overall competence.
has been mostly avoided. It has been thought that Translation is thus conceived as an end desired in it-
students will learn better if they are given maxi- self and as a method of furthering proficiency in the
mum exposure to the target language. The Gram- foreign language. (1984, p.351).
mar-Translation method has been criticized for not Alan Duff (1996, p.7) argues that “translation de-
giving the enough opportunity to students to get in- velops three qualities essential to all language learn-
volved in the target language.Translation is a useful ing; accuracy, clarity and flexibility. It trains the
tool especially in an EFL environment (Ellis, 1992; learner to search (flexibility) for the most appropriate
Ur, 1996). As Stern (1992) stresses translation holds words (accuracy) to convey what is meant (clarity)”.
an important place in language learning. In order These qualities are important factors in foreign lan-
to let students realize difficulties in language learn- guage learning process as they will contribute to bet-
ing, translation is a useful resource in that students ter understanding.
can see the similarities and differences between L1 Difficulties in foreign language learning through
and L2, and they can understand the language sys- translation will get clear, and students will have more
tem better. Through comparing the target language chance of grasping how the target language works.
and their native language they may use the target Chellapan (1982, p.60) points out: “Translation can
language effectively. make the student come to closer grips with the tar-
Alan Duff (1996) is of the opinion that transla- get language. A simultaneous awareness of two media
tion is a natural and necessary activity. He points could actually make the student see the points of con-
out that the use of translation shapes our way of vergence and divergence more clearly and also refine
thinking and to some extent our use of the foreign the tools of perception and analysis resulting in diver-
language. He says that “translation helps us to un- gent thinking.”
derstand better the influence of the one language on The use of translation is thought to be indepen-
the other, and to correct errors of habit that creep in dent of the four English skills (reading, writing, speak-
unnoticed” (p.6). ing, and listening), but Malmkjaer argues that with-
Providing students accurate translation of an out these skills translation is not possible and writes:
English word will help them understand quickly, and “in fact dependent on and inclusive of them, and lan-
they can acquire the target language with ease. Avoid- guage students who are translating will be forced to
ance of translationin learning process may hinder the practice them” (1998, p.8).
comprehension of the foreign language. The lack of Vermes (2010, p. 91) is of the opinion that there
comprehension will not bring about achievement. is no fundamental reason for the exclusion of transla-
Translation makes the learning meaningful, and tion in foreign language learning, and concludes that
students become active participants in the learn- translation involves interaction and cooperation be-
ing process. Danchev (1983, p.35) lists the bene- tween people, which makes it a potentially very use-
fits of translation as: 1) natural and easy comparison ful device in foreign language teaching.
between the target and the native language, thus fa-
cilitating faster decoding of difficult target language Conclusion
structures and elements; 2) quick and effective com-
prehension control; 3) to overcome and neutralise The use of translation will contribute to the use of the
native language transfer. In order to perform an ac- target language effectively. Learning gets meaningful
tivity understanding of the instructions is significant, via translation, and better comprehension promotes
and translation is a useful tool to verify the com- foreign language proficiency. The Grammar-Trans-
prehension of these instructions. As Harmer (1991, lation method is useful because learning process is
p.240) suggests: “to get a translation of these instruc- clearer, thus accuracy will be acquired by students.
tions to make sure the students have understood”.
Anne D. Cordero states that translation is not as References
the exclusive foreign language course in a student’s
language program, but as a skills course among diver- Austin J.D. (2003). The Grammar Translation Method
sified options. When properly developed and taught, of Language Teaching. London: Longman.