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Using translation as a pedagogical tool: A case study in a writing class at preparatory school

Yıl 2019, - RumeliDE 2019.Ö5 - II. Rumeli [Dil, Edebiyat, Çeviri] Sempozyumu Bildirileri, 346 - 357, 21.08.2019
https://doi.org/10.29000/rumelide.606209

Öz

There has always been a controversy around the
use of translation in language teaching. When the word “translation” comes to
one’s mind, grammar-translation method is echoed at the same time. It is
criticized as an old-fashioned approach in language teaching. Nowadays, most
English language teachers agree that the teacher-centred grammar-translation
method does not make much pedagogical sense and only raises passive learners in
terms of creative thinking skills. Some scholars feverishly argue that translation
should be totally banned in language teaching. However, the grammar-translation
method and translation as a pedagogical tool in language classes should be
differentiated. Translation is a communicative activity as it takes place in
the real world. Students can think upon how they are saying something and can
promote their thinking skills when translation is used as a classroom practice.
In this case study, 23 B1 level students were asked to translate Turkish songs
and subtitle film scenes into English as a task in a writing class for a month.
Students regarded translating task into L2 as a valuable class activity in
their writing classes. In the semi-interviews conducted with the students, it
was seen that it helped them to expand their vocabulary knowledge and consider
pragmatic factors while translating. Moreover, it increased their awareness of
L1 and L2 differences. Therefore, there is a need for further research on the
effects of translation tasks on language learning and how it can be used in the
best way in language teaching.

Kaynakça

  • Abbasi, M. and Karimnia, A. (2011). An Analysis of Grammatical Errors among Iranian Translation Students: Insights from Interlanguage Theory. European Journal of Social Sciences, 25 (4), 525-536. Açar, K. (1992). Bir aslan miyav dedi. On Odalarda Işıksızım. Yaşar Kekeva Plakçılık. Al-Musawi, N. (2014). Strategic use of translation in learning English as a Foreign Language (EFL) among Bahrain university students. Innovative Teaching, 3 (4), 1-10. DOI: 10.2466/10.03.IT.3.4 Atkinson D. (1993). Teaching Monolingual Classes. London: Longman. Balboni, P. E. (2017). Translation in language learning: A ‘what for’ approach. Rev. EntreLínguas, Araraquara, 3 (2), 276-299. DOI: 10.29051/rel.v3.n2.2017.9546 Bozok, O. and Bozok, Y. (2014). Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Science, 8 (12), 3913-3917. Brooks-Lewis, K. A. (2009). Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30 (2), 216-235. DOI: 10.1093/applin/amn05 Campbell, S. (2002). Translation in the context of EFL-The fifth macroskill?. TEFLIN Journal, 13 (1), 58-72. Carreres, Á. and Noriega-Sánchez, M. (2011). Translation in language teaching: insights from professional translator training. The Language Learning Journal, 39 (3), 281-297. DOI: 10.1080/09571736.2011.567356 Chirobocea, O. (2018). Translation as Language Learning Technique and the Use of L1 in ESP Classes. Learners’ Perceptions. “Ovidius” University Annals, Economic Sciences Series, 18 (2). Dagiliene, I. (2012). Translation as a learning method in English language teaching. Studies about languages, 21. DOI: 10.5755/j01.sal.0.21.1469 Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20 (5), 638-655. DOI: 10.1177/1362168815606151 Ilgaz, R. (Writer), Şendil, S. (Script) and Eğilmez, E. (Director). (1978). Hababam Sınıfı Tatilde. Arzu Film. Kaharuddin, A. (2018). The Communicative Grammar Translation Method: A Practical Method to Teach Communication Skills of English. English, Teaching, Learning, and Research Journal, 4 (2). 232-254. DOI: 10.24252/Eternal.V42.2018.A8 Karoly, A. (2014). Translation in foreign language teaching: A case study from afunctional perspective. Linguistics and Education, 25, 90-107. DOI: 10.1016/j.linged.2013.09.009 Kavaliauskienë, G. and Kaminskienë, L. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra, 57 (3), 132-139. Kelly, N. and Bruen, J. (2014). Language Teaching Research, 19 (2), 150-168. 10.1177/1362168814541720 Kiremitçi, T. (2017). Birden geldin aklıma [Recorded by T. Kiremitçi and Sena Şener]. On Tuna Kiremitçi ve arkadaşları. Pasaj Müzik. Kuluşaklı, E., Boynukara, E. and Genç, G. (2018). EFL learners’ use of translation as a learning strategy. ELT Research Journal, 7 (4), 175-188. Lertola, J. (2018). From Translation to Audiovisual Translation in Foreign Language Learning. TRANS. Revista de Traductologia, 22, 185-202. DOI: 10.24310/TRANS.2018.v0i22.3217 Liao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. RELC, 37 (2), 191-215. DOI: 10.1177/0033688206067428 Marqués-Aguado, T. M. and Solis-Becerra, J. (2013). An overview of translation in language teaching methods: Implications for EFL in secondary education in the region of Murcia. Revista de Lingüistica y Lenguas Aplicados, 8, 38-48. DOI: 10. 4995/rlyla.2013.1161 Pekkanlı, I. (2012). Translation and the contemporary language teacher. Procedia-Social and Behavioral Sciences, 46, 955-959. DOI: 10.1016/j.sbspro.2012.05.230 Popescu, T. (2013). Developing English linguistics students’ translation competence through the language learning process. Procedia - Social and Behavioral Sciences, 93, 1075-1079. DOI: 10.1016/j.sbspro.2013.09.333 Pym, A., Kristen M., Plana, M. M. G. (2013). Translation and language learning. The role of translation in the teaching of languages in the European Union. Luxemburg: Publication Office of European Union. Sheffler, P. (2013). Learners’ perceptions of grammar-translation as consciousness raising. Language Awareness, 22 (3), 255-269. DOI: 10.1080/09658416.2012.703673 Şeneş, F. (1979). Ya Sonra [Recorded by A. Pekkan]. On Süperstar 2. Philips Records. Teoman. (2001). İstasyon İnsanları. On Gönülçelen. NR1. Ur, P. (2013). Language-teaching method revisited. ELT Journal Volume, 67(4), 468-474. DOI: 10.1093/elt/cct041 Zanettin, F. (2009). Corpus-based Translation Activities for Language Learners. The Interpreter and Translator Trainer, 3 (2), 209-224. DOI: 10.1080/1750399X.2009.10798789

Çevirinin pedagojik bir araç olarak kullanılması: Hazırlık sınıfında yazma dersinde bir durum çalışması

Yıl 2019, - RumeliDE 2019.Ö5 - II. Rumeli [Dil, Edebiyat, Çeviri] Sempozyumu Bildirileri, 346 - 357, 21.08.2019
https://doi.org/10.29000/rumelide.606209

Öz

Çevirinin dil öğretimindeki kullanımı hep
tartışmalı bir konu olmuştur. Çeviri kelimesi akla dilbilgisi-çeviri yöntemini
de getirmektedir. Dilbilgisi-çeviri yöntemi, modası geçmiş bir yöntem olarak
eleştirilmektedir. Günümüzde pek çok İngilizce öğretmeni, öğretmen merkezli
dilbilgisi-çeviri yönteminin pedagojik açıdan pek bir anlamı olmadığını ve
yaratıcı düşünme becerileri açısından pasif öğrenen yarattığını kabul
etmektedir. Bazı araştırmacılar da çevirinin dil derslerinde tamamen
yasaklanması gerektiğini savunmaktadır. Halbuki, dilbilgisi-çeviri yöntemi ile
çevirinin dil dersinde pedagojik bir araç olarak kullanılması birbirinden ayırt
edilmelidir. Çeviri, gerçek dünyada gerçekleştiği için özünde iletişimsel bir
aktivitedir. Çeviri, sınıf aktivitesi olarak kullanıldığında öğrenciler, bir
şeyi nasıl söyleyeceklerini düşünebilir ve düşünme becerilerini
geliştirebilirler.  Bu durum
çalışmasında, B1 seviyesindeki 23 öğrenciden bir ay boyunca yazma dersinde bir
görev olarak Türkçe şarkı sözlerini İngilizceye çevirmeleri ve bazı film sahnelerinin
İngilizce altyazı çevirisini yapmaları istenilmiştir. Öğrenciler, bunu değerli
bir aktivite olarak kabul etmiştir. Yapılan yarı-röportajlarda çeviri
aktivitelerinin öğrencilerin kelime bilgisini geliştirmelerine yardımcı olduğu
ve çeviri yaparken pragmatik faktörleri de göz önüne almaya yönelttiği ortaya
konulmuştur. Ayrıca, anadilleriyle öğrendikleri yabancı dilin arasındaki
farklara dair farkındalıkları artmıştır. Bu sebeple, çeviri görevlerinin dil
öğretimine etkileri ve çevirinin dil öğretiminde en iyi şekilde nasıl
kullanılacağı ileriki araştırmalarda daha ayrıntılı bir şekilde irdelenmelidir.

Kaynakça

  • Abbasi, M. and Karimnia, A. (2011). An Analysis of Grammatical Errors among Iranian Translation Students: Insights from Interlanguage Theory. European Journal of Social Sciences, 25 (4), 525-536. Açar, K. (1992). Bir aslan miyav dedi. On Odalarda Işıksızım. Yaşar Kekeva Plakçılık. Al-Musawi, N. (2014). Strategic use of translation in learning English as a Foreign Language (EFL) among Bahrain university students. Innovative Teaching, 3 (4), 1-10. DOI: 10.2466/10.03.IT.3.4 Atkinson D. (1993). Teaching Monolingual Classes. London: Longman. Balboni, P. E. (2017). Translation in language learning: A ‘what for’ approach. Rev. EntreLínguas, Araraquara, 3 (2), 276-299. DOI: 10.29051/rel.v3.n2.2017.9546 Bozok, O. and Bozok, Y. (2014). Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Science, 8 (12), 3913-3917. Brooks-Lewis, K. A. (2009). Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30 (2), 216-235. DOI: 10.1093/applin/amn05 Campbell, S. (2002). Translation in the context of EFL-The fifth macroskill?. TEFLIN Journal, 13 (1), 58-72. Carreres, Á. and Noriega-Sánchez, M. (2011). Translation in language teaching: insights from professional translator training. The Language Learning Journal, 39 (3), 281-297. DOI: 10.1080/09571736.2011.567356 Chirobocea, O. (2018). Translation as Language Learning Technique and the Use of L1 in ESP Classes. Learners’ Perceptions. “Ovidius” University Annals, Economic Sciences Series, 18 (2). Dagiliene, I. (2012). Translation as a learning method in English language teaching. Studies about languages, 21. DOI: 10.5755/j01.sal.0.21.1469 Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20 (5), 638-655. DOI: 10.1177/1362168815606151 Ilgaz, R. (Writer), Şendil, S. (Script) and Eğilmez, E. (Director). (1978). Hababam Sınıfı Tatilde. Arzu Film. Kaharuddin, A. (2018). The Communicative Grammar Translation Method: A Practical Method to Teach Communication Skills of English. English, Teaching, Learning, and Research Journal, 4 (2). 232-254. DOI: 10.24252/Eternal.V42.2018.A8 Karoly, A. (2014). Translation in foreign language teaching: A case study from afunctional perspective. Linguistics and Education, 25, 90-107. DOI: 10.1016/j.linged.2013.09.009 Kavaliauskienë, G. and Kaminskienë, L. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra, 57 (3), 132-139. Kelly, N. and Bruen, J. (2014). Language Teaching Research, 19 (2), 150-168. 10.1177/1362168814541720 Kiremitçi, T. (2017). Birden geldin aklıma [Recorded by T. Kiremitçi and Sena Şener]. On Tuna Kiremitçi ve arkadaşları. Pasaj Müzik. Kuluşaklı, E., Boynukara, E. and Genç, G. (2018). EFL learners’ use of translation as a learning strategy. ELT Research Journal, 7 (4), 175-188. Lertola, J. (2018). From Translation to Audiovisual Translation in Foreign Language Learning. TRANS. Revista de Traductologia, 22, 185-202. DOI: 10.24310/TRANS.2018.v0i22.3217 Liao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. RELC, 37 (2), 191-215. DOI: 10.1177/0033688206067428 Marqués-Aguado, T. M. and Solis-Becerra, J. (2013). An overview of translation in language teaching methods: Implications for EFL in secondary education in the region of Murcia. Revista de Lingüistica y Lenguas Aplicados, 8, 38-48. DOI: 10. 4995/rlyla.2013.1161 Pekkanlı, I. (2012). Translation and the contemporary language teacher. Procedia-Social and Behavioral Sciences, 46, 955-959. DOI: 10.1016/j.sbspro.2012.05.230 Popescu, T. (2013). Developing English linguistics students’ translation competence through the language learning process. Procedia - Social and Behavioral Sciences, 93, 1075-1079. DOI: 10.1016/j.sbspro.2013.09.333 Pym, A., Kristen M., Plana, M. M. G. (2013). Translation and language learning. The role of translation in the teaching of languages in the European Union. Luxemburg: Publication Office of European Union. Sheffler, P. (2013). Learners’ perceptions of grammar-translation as consciousness raising. Language Awareness, 22 (3), 255-269. DOI: 10.1080/09658416.2012.703673 Şeneş, F. (1979). Ya Sonra [Recorded by A. Pekkan]. On Süperstar 2. Philips Records. Teoman. (2001). İstasyon İnsanları. On Gönülçelen. NR1. Ur, P. (2013). Language-teaching method revisited. ELT Journal Volume, 67(4), 468-474. DOI: 10.1093/elt/cct041 Zanettin, F. (2009). Corpus-based Translation Activities for Language Learners. The Interpreter and Translator Trainer, 3 (2), 209-224. DOI: 10.1080/1750399X.2009.10798789
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Türk dili, kültürü ve edebiyatı
Yazarlar

Arzu Ekoç 0000-0002-2106-368X

Yayımlanma Tarihi 21 Ağustos 2019
Yayımlandığı Sayı Yıl 2019 - RumeliDE 2019.Ö5 - II. Rumeli [Dil, Edebiyat, Çeviri] Sempozyumu Bildirileri

Kaynak Göster

APA Ekoç, A. (2019). Using translation as a pedagogical tool: A case study in a writing class at preparatory school. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi346-357. https://doi.org/10.29000/rumelide.606209