scholarly journals Reflections on the Practicability of Translation Proper in Foreign Language Classes

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Youcef BENAMOR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Translation Techniques ◽  
General Linguistic ◽  
Teaching Learning

Foregrounding the paramount role of translation to boost foreign language learning at all educational strata, this reflective paper investigates whether translation is deemed a means to teach foreign languages or an end to prepare foreign language learners as prospective professional translators. Precisely, this reflective analysis aims to discuss these two research questions: do foreign language teachers simply use some amateur translation activities to upgrade their learners’ linguistic proficiency? Or do they find it necessary to teach translation models and techniques proper, targeting translational proficiency along with linguistic ability? Drawing on the researcher’s experience and specialist authorship, translation approaches and techniques as related to foreign language teaching/learning and 2) translation pedagogy types that govern the appropriate selection of translation techniques are the foundational units of this analytic endeavour. This analysis revealed that the basics of most well-known translation approaches and techniques are genuinely present in diverse foreign language classes. Additionally, teaching these translation approaches and techniques for general linguistic aims and for specific professional purposes are two different contexts where the former is shaped by presenting some mere language-based translation techniques and the latter by teaching much more specialist and profession-related ones. This categorisation inescapably determines the quality and quantity of translation practice and the nature of the teacher-learner pedagogical contract, aiming at foreign language learning per se, translation proficiency or both. According to either context, teachers should be aware of translation basics or translation proper to avoid ad hoc instruction and ‘translationese.’

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

An analysis of translation errors made by Brazilian students

1987 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Maria da Conceição Magalhães Vaz de Mello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Topic Avoidance ◽  
Foreign Language Learners ◽  
Brazilian Students ◽  
Translation Errors

This paper presents an analysis of the errors which occurred in translations from Portuguese into English written by Brazilian students. This topic has been chosen because there are few studies of errors made by Brazilian students In the process of learning English and also because many language teachers still consider interference from the mother tongue the only source of errors in foreign language learning. Errors due to interference from the foreign language itself have often been disregarded. In order to explain the causes of the errors five categories were established: errors due to LI interference, errors due to L2 interference, errors due to LI and/or L2 interference, errors due to communication strategies and errors of Indeterminate origin. Errors due to communication strategies were classified according to three different types, proposed by Tarone (1977). The first is topic avoidance, the second is paraphrase and the third is conscious transfer. Errors of indeterminate origin are unsystematic and cannot be assigned to any of the other four categories. My claim In this paper is that since the speech of children learning their first language contains many errors, foreign language learners should be allowed to make errors. By making errors learners provide the teacher with information about what they haven't learned. Este artigo apresenta uma analise dos erros que ocorreram em versões do português para o inglês feitas por alunos brasileiros. Este tópico foi escolhido porque ha poucos estudos sobre erros feitos por alunos brasileiros durante o processo de aprendizagem do inglês e também porque muitos professores de línguas ainda consideram a interferência da língua materna como a única fonte de erros na aprendizagem de uma língua estrangeira. Erros de interferência da própria língua estrangeira freqüentemente não são considerados. Para explicar as causas dos erros cinco categorias foram estabelecidas: erros de interferência da LI, erros de interferência da L2, erros de interferência da LI e/ou da L2, erros de estratégias de comunicação e erros de origem indeterminada. Os erros de estratégia de comunicação foram classificados de acordo com três tipos diferentes sugeridos por Tarone (1977). O primeiro é abstenção de tópico, o segundo, paráfrase e o terceiro, transferência consciente. Erros de origem indeterminada não são sistemáticos e não podem ser classificados de acordo com nenhuma das outras quatro categorias. Um dos objetivos deste trabalho é provar que, do mesmo modo que a fala de crianças aprendendo sua língua materna apresenta muitos erros, alunos aprendendo uma língua estrangeira também deveriam poder fazer erros. Ê através dos erros de seus alunos que o professor consegue informação sobre aquilo que eles ainda não aprenderam.

scholarly journals Learning Foreign Language: Between Globalization and Hegemony in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 81-90
Author(s):  
E. Sulyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
The People ◽  
Western Values ◽  
Western Hegemony

Implementation of foreign language learning in Indonesia is an effort for the Indonesian people to be able to absorb and follow the development of science and technology in the world, as well as a way to get into the global society. Behind this goal, there is a concern about the infiltration of (Western) values that can erode the identity of foreign language learners as Indonesian. This concern arises because in learning foreign languages contained information about foreign culture (Western) and its cultural values. Western cultural values, if not critically viewed by foreign language teachers and learners, are very likely to change the cultural outlook of learners in Indonesia. Foreign language learning is even suspected of being a Western means of doing hegemony towards the people of Indonesia (East). In this article explained about the situation of foreign language learning in Indonesia, forms of "Western" hegemony against "East" through foreign language learning, Alternative forms of ethnopedagogic and intercultural-based foreign language learning.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

Taalattitudemeting in Theorie en Praktijk (TAS)

1978 ◽  
Vol 5 ◽  
pp. 15-27
Author(s):  
M. Spoelders
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Educational Practice ◽  
Attitude Scale ◽  
General Attitude ◽  
Affective Factors ◽  
Language Attitude ◽  
Teaching Learning

Empirical investigations of the so- called affective factors in foreign- language teaching /learning processes regularly make use of instruments which are designed to measure the general attitude towards foreign- language learning. They frequently consist of ad hoc construc-ted, often insufficiently refined scales. The step- by-step construction of a Likert- type foreign- language attitude scale (TAS: Taal-Attitude-Schaal) is discussed. Though originally conceived to meet certain scientific needs, TAS may also be used in educational practice. The results of a first investigation concerning the predictive validity of TAS and the determination of the initial attitudes of pupils at the beginning of the first year of the secondary school are reported. They fehow that the predictive power of the general attitude towards foreign-language learning (as measured by TAS> is rather weak.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals Der Einfluss des fremden Akzents in der interkulturellen Kommunikation

2017 ◽  
Vol 141 ◽  
pp. 425-438
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
General Impression ◽  
Teaching Learning ◽  
Visual Materials

Der Gegenstand der interkulturellen Kommunikation, die in verschiedenen institutionalisierten Kommunikationssituationen aktuell einen Normalfall darstellt, bezieht sich nicht nur auf die rein sprachlichen Aspekte. In der multimodal aufgefassten Mündlichkeit sind auch weitere, sprecherische und nonverbale, Kommunikationsanteile von Interesse. Der vorliegende Beitrag, in dessen Fokus der fremde Akzent steht, hat im Allgemeinen zum Ziel, auf Grund ausgewählter Ergebnisse einer audiovisuellen Analyse den Einfluss dieses Phänomens in der interkulturellen Lehr-Lern-Kommunikation in dem institutionalisierten studentischen Seminarreferat näher zu beleuchten erläutern. In den Mittelpunkt der Diskussion rücken dementsprechend angenommene Korrelationen zwischen dem fremden Akzent und der allgemeinen Wirkung der Sprecherperson auf den Hörer. The influence of the foreign accenton the intercultural communicationIntercultural communication, which currently constitutes the norm in many institutionalized communicative situations, does not refer purely to speech. According to a multimodal understanding of orality, other speech-related and nonverbal aspects of communication are also of interest. This contribution focuses on the significance of accent in foreign language learning, exploring the influence of this phenomenon on teaching, learning and communication — specifically in the context of the student oral seminar presentation. Discussing selected results of an analysis of audio-visual materials, it centres on the assumed correlations between accent in a foreign language and the general impression made by the speaking person upon the recipient.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

Sign in / Sign up

Export Citation Format

Share Document