Translation in Teaching a Foreign (Second) Language: A Methodological Perspective

Abstract

This paper discusses the act of translating between mother tongue and second/foreign language as a potentially effective way to improve learners’ second/foreign language. The author first examines the history of ‘translation’ as a methodology in second/foreign language teaching. The author then provides arguments in favour of including the methodology in SL/FL teaching in the current post-cognitive paradigm. The paper limits its theoretical perspective of the methodology to advanced level learners, and emphasises that the act of translating can create ideal learning opportunities with positive L1 use in SL/FL learning. The act of translating is a holistic activity, which immediately compels the learners to pay more attention to the SL/FL text, which encourages their awareness of form and meaning in context and improves their reading and writing skills in SL/FL. The methodology further enhances learners’ general skills of noticing and observing details of the linguistic systems, cultures, and societies of L1 and SL/FL, in order to deliver the messages between the two languages. This can expand the SL/FL learning to beyond the classroom.