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FINAL ACTIVITY

TRANSLATION TECHNIQUES GROUP 551037_7

ALVARO VELASQUEZ CC 70557892

TUTOR JOSE GREGORIO PRECIADO

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA MEDELLIN, JULY 10th. 2016

INTRODUCTION For a very long time and across various educational contexts and countries, translation was one of the most important tools for teaching and assessing language competence. Translation may be understood as an end in itself, according to which textual material in one language is replaced with equivalent material in a different language. But, in this article translation will be analyzed as a potential tool for teaching. Translation can be a valid language learning activity, alongside other activities and techniques such as literature, conversation or role-play, marking a shift from thinking about translation as a discrete skill in its own right to using it as a resource in language learning.

OBJECTIVES •To show how translation can be used in our roles as English teachers as another learning activity •The importance to differentiate translation from interpretation. •To know the most important aspects of translation related to teaching languages.

PROPOSAL (CASE STUDY) Some learners appear to need to be able to relate words and structures in the target language to equivalents in their mother tongue. This also gives them the opportunity to compare similarities and contrast differences. In this case, the ability to translate into the mother tongue of the learners can offer a convenient and efficient way out of a difficult situation, and instead to spend too much time trying to explain the concept behind a particular meaning a simple translation can achieve the same goal in a fast and better way. Translation can also be extremely creative. It is not only the translation of words from one language to another but the translation of ideas, concepts and images. Long texts can be very difficult to translate and demotivating, but is more relevant and motivating begin with short, communicative pieces of language. For example, when teaching grammatical structures, it can be very useful to check with your learners that they have fully

grasped the concept of the language taught by asking them to translate into their mother tongue. Translation can be helpful as well in reading comprehension tests because it requires students to understand more details in the paragraphs they are translating and to simultaneously apply their mother tongue. By incorporating translation into the language classroom, English teachers can detect if their students may make mistakes based on their translation.

MAIN CONCEPTS OF TRANSLATION Basically, a translator has two options for translating, Direct or literal translation and Oblique translation. There are several translation techniques available under each option. Literal translation is possible when structures and concepts are similar in the two languages and when the structure or meanings doesn’t match is necessary to use Oblique translation. Translation and interpreting are disciplines that allow multilingual communication, whether oral or written, and the common denominator is language. However, there are some important differences in the ways in which language is used. The written word requires quite different techniques from the spoken word, so that professionals from each discipline work in contexts that appear as different to each other as night and day. The key skills of the translator are the ability to understand the source language and the culture of the country where the text originated, then using a good library of dictionaries and reference materials, to render that material clearly and accurately into the target language. An interpreter, must be able to translate in both directions on the spot, without using dictionaries or other supplementary reference materials. Interpreters must have very good listening abilities, especially for simultaneous interpreting. But when refers to teaching, translate is one the less used tools no matter the fact that there are evidences that in many cases and used in a proper way can become the fifth skill in classroom and a very good alternative in some difficult cases when normal approaches with students haven’t been successful or in specific cases where grammar structure, meanings or reading comprehension are hard to grasp for students without translation

CONCLUSIONS •The process of translation refers to the use of the translator’s knowledge of his native language structure which is transferred into the target language. •Translation brings culture closer. •A translator has to have have a comprehensive view of the literature she is translating from and into – in short, she has to perceive the whole in the part. •Translation needs to be recovered as another tool for teaching and give it the right place to help students to rely on it when is needed and appropriate.

REFERENCES

CHAPTER II & III CHAPTER II: TYPES OF TRANSLATIONS TECHNIQUES http://datateca.unad.edu.co/contenidos/551037/Quiz_1.pdf. CHAPTER I: TRANSLATION PROCEDURES, STRATEGIES AND METHODS Taken from: http://www.bokorlang.com/journal/41culture.htm under a text by Mahmoud Ordudari 1. Int Translation procedures, strategies and methods By Mahmoud Ordudari http://www.bokorlang.com/journal/41culture.htm http://datateca.unad.edu.co/contenidos/551037/MODULO_551037.pdf Academiaconsecutive and simultaneous interpretation http://www.academia.edu/4666592/Consecutive_and_simultaneous_interpreting Tilden, Freeman. 1957. Interpreting Our Heritage, The University of North Carolina Press, Chapel Hill.