This book explores the functions and potential of translation in language learning. It demonstrates that despite its changing fortunes in the history of foreign language teaching, translation has a prominent part to play both in the L2 classroom and beyond. As a cognitive process and a quintessential communicative activity, it not only boosts the learner’s bilingual and bicultural competence, but also promotes and accelerates the development of the skill of translation. Considering its diverse educational assets as well as the results of a research survey presented in this book, the author argues that translation practice should become an integral element of contemporary foreign language education.
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- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 340 pp., 13 b/w ill., 44 b/w tables.
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Chapter 1 Translation in Foreign Language Teaching: A Historical Perspective
- 1.1 Introductory remarks
- 1.2 From Antiquity to the 19th century
- 1.3 The Grammar Translation Method
- 1.4 The Reform Movement
- 1.5 The Direct Method
- 1.6 The Audiolingual Method and Contrastive Analysis
- 1.7 The Cognitive Code Approach
- 1.8 The “Designer” Methods
- 1.9 The communicative era
- 1.10 Concluding remarks
- Chapter 2 The Advanced Learner
- 2.1 Introductory remarks
- 2.2 A profile of the advanced learner
- 2.3 Obstacles on the way to L2 mastery
- 2.4 The challenge of the advanced level
- 2.5 Concluding suggestions
- Chapter 3 Translation: Selected Theoretical Issues
- 3.1 Defining translation
- 3.2 Equivalence in translation
- 3.3 The translation process
- 3.4 The translator
- 3.5 Concluding remarks
- Chapter 4 Translation in FLT: The Controversy
- 4.1 Introductory remarks
- 4.2 Translation in language education: An end and a means
- 4.3 Translation in the L2 classroom: Arguments against
- 4.4 In defence of translation: Addressing the criticism
- 4.5 Translation as a language teaching resource
- 4.6 Translation as a learning strategy
- 4.7 Translation as a testing technique
- 4.8 Concluding remarks
- Chapter 5 Towards an Integrated Approach to Translation
- 5.1 Introductory remarks
- 5.2 Translation as part of the bilingualisation process
- 5.3 Translation as a fifth skill
- 5.4 Communicative translation in the advanced L2 classroom
- 5.5 The assets of translation practice for the advanced learner
- 5.6 Translation and autonomous lifelong learning
- 5.7 Concluding remarks
- Chapter 6 Current Views on Translation: The Expert and Learner Perspectives
- 6.1 Introductory remarks
- 6.2 Translation in FLT: The Council of Europe perspective
- 6.3 Current views on translation in Polish ELT
- 6.4 Translation in language learning: The learner’s perspective
- 6.5 Concluding remarks
- Chapter 7 Practical Implications for the Advanced L2 Classroom
- 7.1 Introductory remarks
- 7.2 The source material
- 7.3 Translation tasks
- 7.4 Translation-based tasks for ESP
- 7.5 Audiovisuals and the new media: Breaking task monotony
- 7.6 Some further considerations
- 7.7 Concluding remarks
- Appendix The Questionnaire Survey
- Subject Index
- Name Index
- Series index
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Aleksandrowska, Olga (2011). Językowe i kognitywne korzyści wynikające z zastosowania organizatora poprzedzającego w glottodydaktyce. In: Ewa Komorowska, Danuta Stanulewicz (eds.). Język, tożsamość i komunikacja międzykulturowa: Księga Pamiątkowa ofiarowana Doktor Bożenie Zinkiewicz-Tomanek. Second edition. Szczecin: Volumina.pl, 15–24.
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