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Date Posted: 21:26:37 10/17/05 Mon
Author: Erica Soares Brito Sousa Machado
Subject: Final Draft: Translation

TRANSLATION

Students inadequately tend to believe that translating is the easiest way to learn a second language. At first sight it seems smoother, but as time passes by it may prevent them from learning, especially speaking. The teachers’ role is to make them aware of how important it is to avoid translations from the very beginning. Thus, they will be able to communicate without interference of their mother tongue.

Beginners often assume that they have already understood something in another language when they are able to translate it. However, it is not essential because as babies we learn how to communicate without any kind of translation. The environment exposes us to new information, to new language extracts, and they serve as models to us. Later after listening to them, we feel comfortable and confident enough to repeat the words and naturally start using them in our lives according to the context. Second language acquisition would be easier if students follow the same procedures.

While starting to study a language, students do not realize how harmful translation could be. After achieving an intermediate level, they face the difficulty to communicate if they are focused on their first language. As beginners they did not notice that translation was preventing them to speak. In fact, they do not usually speak a lot at the beginning. At this time they are absorbing information rather than putting it into practice. Lightbown and Spada (1993) supports this idea when they say that younger learners, in an informal second language learning environment, are usually allowed to be silent until they are ready to speak.

Every time learners try to speak a new language, translation probably interferes with their development. It not only retards the conversation, but also inhibits the whole process. For this reason, students have to get used to develop new speech leaving their native language behind. It is not an easy process. It takes time to achieve this attribute. Nevertheless it is necessary, because undoubtedly translating causes more damage to speaking than to any other skills.

Educators must clarify to students the importance of working their minds to "think" in the new language. Those who are learning a second language must be aware of producing their thoughts and expose them applying what they have been studying. A good way to do this is to keep translations away from the classroom. Little and Singleton (1990) argue that it is possible to help adult learners to explore their own preferences and to shape their learning approach to suit the requirements of a particular learning task. Teachers have the power to guide their pupils and lead them to the ideal way of learning.

Another consideration against translation is the fact that it does not always express the clear idea of what the speaker or writer is trying to convey. It is notorious that translating may conduct the listener or reader to a wrong perception or to a partial conclusion. Misunderstandings might happen very often if students insist on translating word by word. Therefore learners should have a general idea of the piece of information that they are receiving. The context has to be taken into account. Actually, it is the most important thing to consider. Contextualizing is extremely helpful for learners.


It is vital to mention that translation is somehow inevitable. There are some kinds of words so hard to explain that teachers sometimes choose this alternative. It is acceptable whether it is rarely used. When it is extremely necessary, a good solution would be to translate isolated words. Consequently students will not associate every little word and all the structure to their first language. It is worth pointing out that according to Rod Ellis (1994), learners manifest different learning styles but it is not yet clear whether some styles result in faster and more learning than others. As instructors we must provide students with as much opportunities as possible to help them acquire a second language, and it includes translation.

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