Translation for communicative purposes
Engendering class discussions with L1–L2 translation tasks
An underexplored aspect of the use of translation in the L2 classroom is its potential to foster in-class communication. This article explores the efficacy of translation tasks as compared to monolingual writing tasks in engendering language-related discussions in class. The study is longitudinal and includes two experiments carried out in an EFL college setting. Data were collected over two semesters and a comparatively stronger presence of language-related episodes (LREs) was found among those who worked on translation tasks. This higher level of engagement in L2 class discussions suggests that translation tasks are advantageous in engendering student-initiated LREs, drawing learners’ attention to lexis and grammar, and fostering communication in the classroom.
Article outline
- 1.Introduction
- 1.1Translation as a communicative task
- 1.2Language-related episodes
- 1.3LRE-inducing tasks in L2 classrooms
- 1.4Languaging engendered by translation tasks
- 2.The study
- 2.1Participants
- 2.2Instruments
- 2.3Methodology
- 3.Data collection
- 3.1Recordings
- 3.2Transcriptions
- 3.3Data analysis
- 3.3.1Quantity
- 3.3.2Nature
- 4.Findings
- 4.1Quantity of LREs
- 4.1.1Results across groups
- 4.1.2Results across tasks
- 4.2Grammatical and lexical LREs
- 4.2.1Results across groups
- 4.2.2Results across tasks
- 5.Discussion
- 5.1Finding 1: Quantity of LREs
- 5.1.1Encountering linguistic difficulties
- 5.1.2Encountering similar problems
- 5.1.3Sharing the same context
- 5.2Finding 2: Grammatical and lexical LREs
- 6.Concluding remarks
- Notes
-
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Cited by
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