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Introduction

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  TRANSLATION TECHNIQUES  COLLABORATIVE ACTIVITY 2  GROUP 551037A_362 The categories used to analyze translations allow us to study the way translation works. These categories are related to text, context and process. Textual categories describe mechanisms of coherence, cohesion and thematic progression. Contextual categories introduce all the extra-textual elements related to the context of source text and translation production. Process categories are designed to answer two basic questions. Which option has the translator chosen to carry out the translation project, i.e., which method has been chosen? How has the translator solved the problems that have emerged during the translation process, i.e., which strategies have been chosen? However, research (or teaching) requirements may make it important to consider textual micro-units as well, that is to say, how the result of the translation functions in relation to the corresponding unit in the source text. To do this w
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Essay Nelly Castellanos

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NELLY JHOANA CASTELLANOS INDIVIDUAL ESSAY a) Atkinson (1987) suggests that activities that involve some translation promote guessing strategies amongst students and helps reduce the word-for- word translation that often occurs and which results in inappropriate L2 use. INDIVIDUAL ESSAY The technique in which L1 was used in this study was translation from L1 to L2; a technique which is rarely used systematically by EFL teachers. Atkinson (1987) is one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favor of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly states that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target langu
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Essay Morelia Pulido

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MORELIA PULIDO SOLER  ESSAY TRANSLATION ENHANCES CRITICAL READING SKILLS b) Leonardi (2010), translation enhances critical reading skills, improves grammatical awareness and language proficiency, facilitates vocabulary acquisition, and develops intercultural competence. The   tr a nslation   finds   i t s   r ea son   of   b e i n g   with i n   a   c u r r iculum   of   la n g u a g e s   u n d e r   a   d y n a m i c  a nd   c om m unic a t i ve   p a radi g m   in   whi c h   te ac hing  t a k e s   up   theo re t i ca l   a nd   pra g matic.   As we und e rst a nd   it   tod a y ,   c om m unic a t i ve  c ompet e n c e is   a  d y n a m i c   c on ce pt   t h a t   i m pl i e s   a n e g ot i a t i on   of m e a ning.    I n   a n   e du ca t i on a l   e nv i r onment,   students   of la n gu a g e s   h a ve to  ac quire   a   s e t   o f   ski l ls   a nd   c ompet e n c ies   thro u gh   whi c h   to   c on v e y  a nd   und e rst a nd   the in t e nt  i n  a n  a
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Essay Monica Garzón

ESSAY Translation was a very popular teaching-learning strategy in the period of GrammarTranslation , after which it fell into decline when the Direct Method appeared, its followers found it inadequate and even counterproductive, and its decay continued until the emergence of the Communicative Approach, but later authors such as Duff (1989), Hurtado Albir (2001) or lavault (1985), who made the translation reborn again and they have supported the idea of ​​incorporating mother tongue (MT) as a usefull tool in the learning of a (FL) Foreign Language, Now I will refer especially to Duff's statements, who identify three essential purposes of translation and an activity in language learning: accuracy, clarity and flexibility. I have argues that "trains the learner to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity). I believe that the translation of our mother tongue into a foreign language or vice versa is very important fo
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Essay Victoria Gualteros

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MARÍA VICTORIA GUALTEROS INDIVIDUAL ESSAY d. Kavaliauskienė G. (2009) says that translation does not help students to develop communication skills. Translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies Translation in class.             English teachers try to use translation as a tool for students to understand what he means, sometimes the English resources are not enough if we talk about the language, and if at the same time we find more translation than English. In Colombia the translation is not seen as something positive for students and this statement is true because that is the method that most teachers used to have in their classes, and that is the reason why many people did not learn English with the traditional form. But anyway translating is necessary for native Spanish speakers, due to we tend to attach every single word to Spanish and that is something that comes like a chip that does not let us th
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