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Cenaj Mirjeta, Sports University of Tirana, Phd student, Faculty of Foreign Languages,
Tirana, Albania E-mail: [email protected]
Reconsidering translation as a learning tool in the ESP classroom
Adstract: Translation as a learning tool was abandoned together with grammar translation method of teaching, being regarded as an approach that does not foster communication in the language classroom. The case study aims to shed some light on the preferences of sports students on the use of translation in the ESP classroom. Moreover, it aims to identify if translation activities are used as a teaching strategy to facilitate and improve English language skills by ESP teachers in Albania. The study was conducted at Sports University of Tirana and the data on students' preferences were gathered through a questionary. Some English teachers were also questioned about the use of translation when teaching their classes. The data were then procesed and the results revealed that students use translation in one way or another, directly or inderectly, when they are learning English and they find it very useful. All the data form both questioneries show that translation is not at all abandoned or unusful in the language classroom, especially in the ESP classes.
Keywords: translation, translation activities, ESP teachers.
Introduction students or learners occasionally need translation as it
The use of translation activities in the language class- provides a sense of security and a more direct way to con-room raises contraversies and debates, but is it really an abandoned approach to language teaching? The case study aims to find out if sports students use direct or mental translation in the ESP classes. Moreover, it aims to identify if translation activities are used as a teaching strategy to facilitate and improve English language skills. The study was conducted at Sports University of Tirana and the data on students' preferences and opinions were gathered through a questionary. Some English teachers were also questioned about the use of translation in their classes.
Theoretical background
Translation prevailed and is associated, as its names shows, with grammar-translation method. However, with the upcoming of the modern teaching methods especially with the one mostly favored nowadays i. e. the communicative language one which focuses only in the target language and studying and learning in the medium of it, by excluding totally the mother tongue. The first method is criticized and considered as one which did not help students become fluent or efficient communicators, rather its aim was to learn the target language system by comparing it to the native language. As translation was one of the key activities practiced and utilized to achieve the aim, it is blamed as being "uncommunicative, boring, pointless, difficult, and irrelevant" [1]. On the other side,
firm their understanding of many grammar points or vocabulary items, in particular cultural differences usually encountered in the foreign language courses. As there are critics towards translation, there are also supporters who think that translation can be used in the ESL, EFL or ESP classroom as a tool to improve the learners' four language skills. According to Duff [1] 'Translation method develops three qualities essential to any language learning: accuracy, clarity, and flexibility'.
Some foreign language teachers and linguists consider translation as the fifth language skill besides listening, reading, speaking and writing. However, translation cannot be approached in the same way with students of different proficiency levels. As Ross [2] states "Translation holds a special importance at an intermediate and advanced level: in the advanced or final stage of language teaching, translation from L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important social skill since it promotes communication and understanding between strangers".
Regardless of the teaching methodology employed by the teacher, students use it in one way or another and at different amounts. "No one is in any doubt that students will use their L1 in class, whatever teachers say or do" [3]. There are some reasons why students use translation: one straightforward reason is that translation is
provoked by the activity, i. e. if students are linguistically incapable of activating vocabulary for a chosen task. Another reason is that translation is a natural thing to do in learning a language, and code-switching between L1 and L2 is regarded as naturally developmental. The amount of L1 use by particular students may well have to do with differing learner styles and abilities and according to Harmer "No one is in any doubt that students will use their L1 in class, whatever teachers say or do".
According to Mattioli [4] "...rigidly eliminating or limiting the native language does not appear to guarantee better acquisition, nor does it foster the humanistic approach that recognizes learners' identities". Teachers should make appropriate use of translation as a teaching tool and when using it they should consider many linguistic aspects: grammar, syntax, collocation and connotation but it cannot disregard cultural and context aspects.
Aims of the study
The present study aimed to find out if students find useful the use of translation while they are studying ESP, and for which of the activities do they mostly use direct or mental translation. Another aim of the study was to find out if EFL and ESP teachers in Albania use translation activities in the language classroom and to which
Table
amount, as well as to find out if there are any language aspects for which they need to use L1 or the native language respectively Albanian.
Methodology
The study gathered the data through two questionnaires addressed to students and teachers, which were statistically processed. The respondents of this questionnaire are 36 first year students at Sports University of Tirana and 18 English lecturers at different faculties and universities in Tirana, Albania.
The students were asked two types of questions: the first type asked them to agree or disagree and in the other type they needed to choose between the 5 scales provided for them.
While the teachers answered to 6 questions by choosing one of the options given, which were different for each of the questions.
Results and discussions
The main aim of the questionnaires was to identify if translation and translation activities were used by both students and teachers in the language classroom.
Below are shown the statements, the student had to choose one of the five given options, and as the results show below most of the students have chosen to agree for the four statements.
Statements totally disagree I disagree I am not sure I agree I totally agree
I think using Albanian in the ESP class helps me learn easier. 11.1% 16.7% 22.2% 44.4% 5.6%
When performing writing activities in English, I usually translate ideas from Albanian into English. 2.8% 5.6% 25% 52.8% 13.9%
When reading field specific materials, it is easier for me to translate from English into Albania than vice versa. 0% 2.8% 19.4% 58.3% 19.4%
While doing listening tasks I usually translate in my mind or silently what I listen. 2.8% 2.8% 16.7% 58.3% 19.4%
As the results in the above table show, most the students find the use of their native language in the ESP classes practical and as a facilitator of their learning process. The majority of them translate ideas or information
silently when performing writing, reading and listening tasks. Given their answers despite the fact that their teachers encourage or not translation they prefer using it while improving their other language skills.
No Questions Yes No
1 Do you think that the terms you are studying will be useful in your future job or studies? 97.2% 2.8%
2 Do you find the extra materials helpful when learning sports terminology? 88% 11.1%
3 Do you think being provided only with the definitions of the new words is enough to understand them in full? 27.8% 72.2%
Students think that the terms that they are studying that is why teachers should use class materials especially will be helpful and useful in their future studies and job prepared with subject specific content and as much as pos-
sible similar to authentic texts, documentations and other types of functional activities. Moreover, referring to the answers given by the students shown in Table 2 above, it becomes obvious that they do not need only definition of new terms they learn, that indicates they need various vocabulary strategies which could be applied through extra materials as the ones abovementioned.
Teachers' questionnaire
The majority of the respondent teachers use textbooks related to a specific field of study, meaning related to the field of study their students are majoring at. In this
way, the language materials introduce students with literature and linguistic materials which will better prepare them for their studies and future job. The ESP teachers all agree that in the ESP classes should be used specifically prepared materials which both present and offer practice for the students and their field of study.
About 39% of the respondent teachers usually use translation in their classes and about 56% state that they use translation activities but at a lower amount as it becomes obvious from the results in Table 4 below.
No. In the course ofyour present teaching, do you use: (choose one option) Respondents Percentage
1 textbooks related to general English? 3 16.7%
2 textbooks related to a specific field of study? 12 66.7%
3 documentation used by students in their own field of study? 0 0%
4 materials you prepare yourself 3 16.7%
5 materials brought to the English class by the students themselves? 0 0%
6 In ESP classes materials and books prepared specially for that field should be used? (agree/disagree) 18 100%
Table 4.
No In the course of your present ESP teaching, do you use translation? No. of respondents Percentage
1 Yes, I usually do that. 7 38.9%
2 Yes, but rarely. 10 55.6%
3 No, never. 1 5.6%
The majority, about 65%, of them have stated rate of 5-25% of their total teaching time as shown in through an open question that they use translation at a Table 5 below.
Table 5.
No. When you translate from English into Albanian, what are the aspects you tend to concentrate on? Respondents Percentage
1 grammatical structures/notions? 3 16.7%
2 lexical items? 14 77.8%
3 other? 1 5.6%
According to the answers given by the teachers, it is obvious that the aspect which mostly requires translation is the lexical one. What is important to mention at this point is that teachers should be careful not to give the idea that every grammatical structure and every lexical item can be translated literally into the other language. In the translation process they have to consider also the cultural aspect and also the specific context especially when dealing with sub-technical or technical vocabulary in the ESP classes.
Conclusions
Having considered and analyzed the feedback gathered by the questionnaires distributed to both
teachers and students, some conclusions can be drawn:
Firstly, all the respondent students use translation directly or indirectly, while performing other activities.
Secondly, teachers, too, think and actually use translation in their classes usually when dealing with specific vocabulary in the ESP course. Most of them state that they use translation occasionally and at an average about 25%.
In conclusion, both students and teachers do use it at various amounts. Thus, teachers should make use of translation activities appropriately to improve both the native and target language together with the other language skills basic to successful communication.
References:
1. Duff A. 1994. Translation: Resource Books for Teachers. Edited by A. Maley. Oxford: Oxford University Press.
2. Ross N.J. 2000. Interference and Intervention: Using Translation in the EFL Classroom. Modern English Teacher, No 9 (3). P. 61-66.
3. Harmer J. 2001.The Practice of English Language Teaching. Oxford: Longman.
4. Mattioli G. 2004. On Native Language Intrusions and Making Do with Words: Linguistically Homogeneous Classrooms and Native Language Use. English Teaching Forum, 42 (4), P. 20-25.
Chumakova Kseniia, Zaporizhzhya National University postgraduate student, the Faculty of Foreign Philology
E-mail: [email protected]
Nationally specific verbalization means of "RAIL TRANSPORT" concept in American linguistic culture
Abstract: The research of nationally specific lexical units verbalizing "RAIL TRANSPORT" concept in American linguistic culture has been performed, structural and semantic peculiarities of the lexical units mentioned above have been defined.
Keywords: linguistic culture, culture-specific lexical units, concept, semantic derivation, metaphorization.
Undoubtedly, there is social and cultural influence on concepts formation in the consciousness of a certain nation representatives. According to N. D. Arutyunova, any cultural layer functions as a kind of an intermediary between an individual and the world [1, 3]. Such layer can be presented as the unity of traditions and religion, art and folklore, as well as values of the community where one lives. Modern linguistics increasingly focuses on the national sphere of concepts and worldview research [3, 280], which can be performed through the study of concepts ethnospecificity, in turn based on their culture-specific verbalization means research.
The relevance of current research attributes to the necessity of studying "RARAIL TRANSPORT" concept nationally specific verbalization means in American linguistic culture, the analysis of which will, in turn, enable us to structure the mentioned mental unit in American world view.
Current research object are lexical units, which verbalize "RAIL TRANSPORT" concept in American linguistic culture. The subject is, in turn, represented by semantic and structural characteristics of the mentioned linguistic means.
The material for the study is represented by lexical units selected using the continuous sampling method from printed and electronic defining, ideographic, thesaurus, etymological and associative dictionaries as well as printed and on-line press, encyclopedias and reference
books on transport the total number ofwhich comprises 3261 units.
The research aims to define structural and semantic peculiarities of the studied concept nationally specific verbalization means in American linguistic culture.
The aim requires the following tasks fulfillment:
— to analyze nationally specific means, which verbalize the researched concept in American linguistic culture;
— to define their structural and semantic peculiarities.
According to B. Whorf, individuals dissect the world using language and the received information is organized into concepts, or mentality units, which environ all their knowledge about the outer environment and inner world. People ascribe significances as they do, being "parties of a social agreement to organize the knowledge in this way", following certain conventions and beliefs concerning the reality common for their language and cultural community [9, 213-214].
Basing on the theory of semantic fields, which can be used for concept study, we have carried out dictionary meanings semantic analysis of the lexemes verbalizing "RARAIL TRANSPORT" concept in American linguistic culture, which has enabled us to refer the archiseme "transport" to the concept core. The circumnuclear zone is made up of such semes "movement", "train" and
