Science for University Students. Part II. Translations. Сологуб Л.И. - 37 стр.

UptoLike

ВУЗ: 

СГАУ | Самара

Составители: 

Рубрика: 

APPENDIX
TACTIC SUGGESTIONS TO STUDENTS ON TRANSLATION
Before considering the role and the place of translation in foreign language
teaching it is necessary to state what is meant by "translation". By translation we
mean the transmission of a thought expressed in one language by means of
another language. In this way translation ensures comprehension between
peoples speaking different languages. In order to transmit a thought from one
language into another, one must understand this thought in the language from
which one is to translate it and find equivalents to express it in the other
language. Therefore translation is a complicated process; it requires the ability to
think in both languages.
In foreign language teaching translation may be used, for instance; as a
means of conveying the meaning of a word, a phraseological group, a grammar
form, or a sentence pattern. Translation is then considered to be a means of
teaching a foreign language. From the history of methods of foreign language
teaching it is known that the approach to translation has undergone various
changes at different times. Thus in the second half of the 18th, and the first half
of the 19th century, translation was considered to be a method of instruction. A
foreign language was taught through translation; in the grammar-translation
method it was mainly from the mother tongue into the foreign language, and in
the lexical-translation method — from the foreign language into the mother
tongue.
At the end of the 19th and at the beginning of the 20th century direct
methods appeared and spread throughout the world. Direct methods completely
eliminated translation in foreign language teaching. Later on translation was
admitted in foreign language teaching, in such methodological systems as H.
Palmer's and M. West's, as a means of conveying the meaning of language units.
In Russia translation has never been taboo in foreign language teaching
though its role and place varied. Thus in the conscious-translation method
proposed by L. V. Tsherba translation played a great role in the teaching of
foreign language, both for practical and educational ends. Practically translation
was to be used as a means of conveying the meaning, as a leading type of
exercise for consolidating the language material presented, as almost the only
means of checking the pupils' knowledge of vocabulary, grammar, and the
comprehension of what they read and heard. It was applied at every stage
irrespective of pupils’ age, language experience, language material, etc., and
throughout the whole process of assimilation, namely: explanation,
consolidation, or retention, and checking. Practice has proved, however, that the
constant use of translation does not ensure the necessary conditions for pupils'
direct comprehension of what they read and hear. As a result they can neither
speak nor read the foreign language. Nor can they translate from one language
36

Страницы