Science for University Students. Part II. Translations. Сологуб Л.И. - 39 стр.

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3. As a means of checking pupils' comprehension of what they read or hear
alongside of other means.
These are the cases where translation is desirable and helpful in foreign
language teaching. In consolidation or retention of language material no
translation should be utilized, however. Various drill and speech exercises must
be done within the target language. The teacher must do his best to create the
atmosphere suitable for developing pupils' speaking and reading habits and
skills.
It is necessary that pupils should follow the rule: "Learn to speak by
speaking and read by reading." Translation provides neither the first nor the
second. It only helps in obtaining knowledge of vocabulary and grammar, but it
hinders the development of speech habits and skills, since instead of direct
comprehension and expression of their thoughts pupils fall into the habit of
translating everything they hear or read, and in this way do not get accustomed
to associate the sequence of sounds they hear with the meaning it has in the
foreign language, to associate the graphemes with the notions they convey.
Under these conditions no speaking or reading is possible.
Consequently the teacher may use translation when explaining new
material and checking his pupils' knowledge.
If we consider translation from the point of view of the relationship
between the mother tongue and the foreign language, we distinguish the
following types of translation:
(a) translation from the foreign language into the mother tongue; (b)
translation from the mother tongue into the foreign language and (c)
retranslation (i. е., first pupils translate from the foreign language into the
mother tongue and
then, after a while, back into the foreign language).
If we consider translation from the, point of view of its relation to the
original, we distinguish:
1. Word for word translation (or literally translation), when all the
lexical units of the foreign language are replaced by those of the mother tongue,
the grammar structure being that of the foreign language.
For example, I have a sister. — Я имею сестру.
My mother is not at home, — Моя мама (есть) не дома.
Не was called on by the teacher yesterday. — Он был спрошен
учителем вчера.
Though word for word translation violates the syntax of the mother tongue,
it transmits the meaning of a sentence. Besides, word for word translation is
valuable in an educational respect as it gives a pupil an opportunity to compare
all the elements of the language he studies with the corresponding elements of
the mother tongue and in this way to see the difference between these languages.
2. Adequate translation which in contrast with word for word translation
transmits the thought expressed in the foreign language by means of the
corresponding equivalents of the mother tongue.
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