Translation in Language Teaching

What is the role of translation in language acquisition

Lecture : Ariatna, S.S., M.A., Ph.D.

Arranged by :
Gerald Berkat Situngkir(2223121047)
Farisha Salsabila (2223321029)

ENGLISH EDUCATION PROGRAM

LANGUAGES AND ART FACULTY
STATE UNIVERSITY OF MEDAN
2024
 PREFACE

Thankfulness from author to Almighty God, for authors can complete the paper
assignment on time. This paper discusses “what is the role of translation in language
acquisition”. This assignment was made to fulfill the paper of Translation in Language
Teaching. Thank you to mr. Ariatna S.S., M.A., Ph.D. as a lecture in Translation in
Language Teaching who has given his direction so this paper can be submitted on time.
So authors can improve. Hopefully this Paper will be useful for authors readers in
general. Finally, authors say thank you.

Monday, 25th of March 2024

 CHAPTER I
INTRODUCTION

The era when communism ended in Romania brought about huge changes in
almost all sectors of activity and education. and in 1989 the public's need to learn foreign
languages, especially English, increased rapidly. Adapted second language methodology
with more modern teaching theories and politics practiced in the West, so that led to a
rapid shift in focus from Grammar-Translation Methods, of which there are many used
before 1989, to a communicative approach in language teaching. Remember that this
approach had become popular throughout the world in the 1970s, we can concluded that
Romania was late in adopting the development paradigm communicative competence,
which encourages the use of L2 in the classroom, and resists any attempts to use B1 in the
process. teaching and learning. As a result, translation is no longer used as part of
classroom activities in Romania, because here, as in places elsewhere in the world,
translation is “considered taboo in modern language teaching” (Banitz, 2022: 1).

The point of this paper is to supply reasons against the generally spread conviction
that translation is wrong, that it is an manufactured work out with no association to real
communication. Besides, it'll bring arguments in support of utilizing academic translation
within the classroom, underlining the proficiency of translation as a strategy, as a implies
of dialect learning, instead of as a objective in itself, or “the conclusion product” of the
teaching/learning prepare (Machida, 2011:740). Utilized reasonably, translation between
Romanian and English will contribute to the improvement of learners' communicative
abilities.
 CHAPTER II

DISCUSSION

Hostility towards the use of translation in foreign language teaching described by

Guy Cook in terms of “authoritarian teaching, lessons that boring, form over function,
writing over speech, accuracy over fluency, and hard work rather than automation.
production” (Cook, 2007: 396-397). In other words, criticism This arises as a
consequence of increasing dissatisfaction not with translation itself, but in relation to the
Grammar-Translation Method, which is also called the “Classical Method”. according to
his ability to translate texts, especially literature, from the target language to mother
tongue. As a result, these courses were greatly disliked by “thousands of students in
schools, which consider learning a foreign language to be an experience boring
remembering endless lists of grammar rules and vocabulary and strive to produce a
perfect translation of stilted or literary prose” (Richards & Rodgers, 2001: 6).

In 1990 native speaker teachers decided that only "weak" teachers could use
translation to help their students' comprehension. “translation into L2 can help them [the
learners] systematize and rationalise a learning mechanism that is taking place anyway”
(Carreres, 2006: 6). the idea that students use translations in class is strictly prohibited,
and students use dictionaries or ask friends to find out meanings. When faced with a text,
students “will naturally try to interpret it, and thus instinctively, and inevitably, making
reference to their linguacultural reality themselves” (House, 2018: 153). The learning
process can benefit greatly from the act of translation. because translation requires
"careful attention to the form and meaning of the source language in order to 'translate' its
meaning into another form in another language" (Machida, 2011): 742). Therefore, when
translating from English to another language, students need to understand the text well,
look for equivalents of English words in other languages, and check whether the
translation conveys the same message as the original text. Rephrase This process requires
practice with tenses, morphology, syntax, style, register, genre, etc, and also requires
students' prior knowledge of cultural topics. Therefore, it is clear that “translation can be
an aid in teaching English” (Petrocchi, 2014: 95).
 All these viewpoints work as positive spurring variables for learners who know
that translation is significant to their individual and proficient life. From this viewpoint,
Fellow Cook recommends that translation “should unquestionably be included to the
conventional list of four abilities: perusing, composing, tuning in, talking – and
translating” (Cook, 2007:397). An argument against the use of translation in the
classroom is that such activities are demotivating because “students will never achieve the
level of accuracy or stylistic perfection of the version presented to them. These
weaknesses can be overcome by introducing activities translation that stimulates student
debate. Translation not only comes naturally to bilingual teachers (Cook, 2007: 397), but
also saves time, provides a deeper understanding of the assignment, and most importantly,
helps the teacher understand it. It is also useful as a teaching technique. Being able to
explain linguistic elements by referring to students' previous language skills is a natural
thing. This provides a strong foundation for future learning. Translations provide fast and
accurate explanations, eliminating confusion and minimizing errors. Therefore, translation
activities in class have the potential to develop students' language skills.

In short, the pedagogical use of translation in the teaching process/learning a

language arises as a recognition that translation is not wrong; rather, it is a natural activity
that can help both students and teachers.
 CHAPTER III

CLOSING

3.1 Conclusion

Translation is considered a common thing in the global world that can help people
provide meaning in various languages and cultures, with the aim of communicating with
each other and building human relationships. Translation, which has been considered a
foreign element in linguistic communication for more than a century, needs to be
reintegrated into classroom activities. This is not only a natural process that occurs in a
student's mind, no matter what the teacher says, but provides a great tool for
understanding a new language and culture.
 REFERENCES

Eleonora Olivia Bălănescu (2023), “The Role of Translation in Second Language

Acquisition”.