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ERIC Number: ED017218
Record Type: RIE
Publication Date: 1967-Oct
Pages: 5
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A CASE FOR TRANSLATION.
THORNTON-SMITH, C.B.
MOST OF THE CRITICISMS OF TRANSLATION IN SECONDARY SCHOOL LANGUAGE COURSES FOCUS ON THE SUPPOSEDLY DIFFICULT PROBLEMS OF SELECTING, USING, AND GRADING TRANSLATION TESTS AS OPPOSED TO THE OBJECTIVE TESTS GENERALLY USED BY ADVOCATES OF AUDIOLINGUALISM. BUT MOST OF THESE CRITICISMS FAIL TO RECOGNIZE THAT THE PROCESS OF LEARNING A FOREIGN LANGUAGE TAKES PLACE LARGELY THROUGH ENGLISH AT THE MENTAL LEVEL, AND, BECAUSE ONE LANGUAGE IS USUALLY DOMINANT IN THE MIND OVER ANOTHER, THOUGHT AND MEANING TRANSFERRENCE, I.E., TRANSLATION, IS INEVITABLE. ALSO, THE CHARGE OF SUBJECTIVITY CAN BE DISMISSED IF TEACHERS WILL CHOOSE AND ASSESS PASSAGES FOR TRANSLATION CAREFULLY, DETERMINE A SCALE OF MARKS AND AN INDEX OF DIFFICULTY FOR DIFFERENT STAGES IN THE COURSE, AND GRADE THE PASSAGES BY A RATIONAL MARKING SCHEME AND A SET OF RULINGS ON VARIANTS. TRANSLATIONS, MOREOVER, CAN TEST BOTH GENERAL AND SPECIFIC VOCABULARY AND GRAMMAR ITEMS PERHAPS MORE EFFICIENTLY THAN DO OBJECTIVE TESTS BECAUSE THE LATTER CONTAIN BUILT IN CLUES AND THE POSSIBILITY OF OBTAINING GOOD SCORES BY RANDOM GUESSING. FINALLY, TRANSLATION IS A VERY EFFECTIVE METHOD OF TEACHING STUDENTS, EVEN IN THE LOWER GRADES, HOW TO SYNTHESIZE WHAT THEY LEARN, AND OF HELPING THEM TO DISCERN ACCURACY, STYLE, QUESTIONS AND SHADES OF MEANING, GRAMMAR, AND CRITICAL ANALYSIS. THIS ARTICLE APPEARED IN "BABEL," VOLUME 3, NUMBER 3, OCTOBER 1967, PAGES 7-11. (RW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Australian Federation of Modern Language Teachers Associations, Melbourne.
Identifiers: N/A