Translation

Second Language Learners Translation

Translations’ learning involves the use of the four English skills. The four English skills are part of any language: writing, speaking, reading and listening. Whereas learners practice two of them- writing and reading, they do not take so much tension than speaking and listening, however, extremely significant because they supply a stage for communication skills. 

Translations involve learners to be good at:

•   critical reading skills,
• grammatical awareness and language proficiency,
• vocabulary acquisition,
• develops intercultural competence

Learners and Teachers into the Translating process 

Translation is a helpful method for foreign language learning. It makes easy the development of understanding the basic areas as syntax, vocab and spelling. It can be an effective tool in learning new terminology. Translation can be sometimes easy by using The Word on Word Translation to understand the message. Using translation techniques help translators to find words or an expression that sound natural and transmit the message of the original article as precise as possible when is translated. For translators is important to know the target language that document is being translated.  

Second Language Learners Translation

The truth is for second language learners “translation enhances critical reading skills, improves grammatical awareness and language proficiency, facilitates vocabulary acquisition, and develops intercultural competence” Leonardi (2010) by making easier the learning process from their mother tongue to translate to the second language.

Firstly, translation enhances critical reading skills. Through it, readers improve their reading comprehension proficiency. During the reading exercise, readers mentally process what the document is about. Asking them self questions, definitely helps them to understand the language of the document, and also makes connections with the main ideas. Readers learn to develop their analytical thinking by not taking facts literally. Lectors develop their reading skills by looking for cues that help them to comprehend and make predictions from the document. Recognizing and differentiating author’s perspective will allow readers to create their own opinion. Similarly, readers make connections while they read. Readers develop their reading skills when they are able to interpret text. Interpreting is a skill that readers develop through the reading by making judgment from a written message, which gives readers the strength of being able to give a conclusion or opinion that is create because of known reality or evidence. Critical reading skills develop strong readers.

Secondly, translation improves grammatical awareness. Grammar is an essential part of any particular language. Part of getting better at grammar is knowing how sentence structure works; so one approach that supports this learning is The Translation Method. Even though professionals do not find this approach very suitable for learning L2, the truth is the method gives writers accuracy in translation L2 by memorizing the rules. Moreover, the value of the grammar is to upgrade reader’s writing. As readers gain more experience when they read, they become more conscious of the syntax.  For instance; when learners analyze grammar in certain documents, they are putting on paper the effectiveness and efficiency of using grammar in writing. Consequently, grammatical knowledge avoids writers having grammatical errors in their writing. Gaining confidence is part of being a learner and a good reader realizes this. Readers becoming more accurate within grammatical awareness facilitates writer’s effective organization sentences and others writing skills.

 Thirdly, translation improves language proficiency.  Speaking skills are built through the process of being aware of mistakes when you are talking.  Expressing yourself is not an easy task, and when it comes to starting a conversation, you will find yourself monitoring what you are saying during the speaking process. This process is called Monitor Hypothesis – where the author explains it as “The monitor hypothesis involves the acquisition center being monitored by the learning system” (Krashen).  Through it learners self monitoring them self by being conscious of the words they say. Language proficiency can be improved by joining conversation groups. While learners do not feel confidence when they talk, joining a conversational group according to learner’s English level will help them to build oral competence. Speaking with others helps to practice all the English you have previously learned and improves overall speaking skills. Furthermore, the more you learn, the better you understand. The more you use a word or sentences, the better you absorb the definition and the phrase. So the practical process cannot be replacing for passive task, it must to be given in an interacting environment where the vocabulary given is practiced in context. Practicing is the key to language learning.

Equally important, translation facilitates vocabulary acquisition. Vocabulary is indispensable in any language. The more words you are familiar with, the more you will be able to comprehend what you read and hear; therefore, both competences listening and reading skills will be reflected in your writing and speaking abilities. Similarly, learners increase their vocabulary through reading. Though readers will find known and unknown words when they read, the acquisition process will help readers to file and hold new words for future use in their social conversation, speeches or schooling assignments.  The vocabulary acquisition is an immediate environment. Although specific learning situation facilitates learner’s vocabulary growth, learners will focus on their abilities by creating routines that allow them to expand their vocabulary. In this manner, learners are able to build their learning space, and put in practice the target language learned. The confluences of the target facilitate learning experiences and assists students to expand their learning.  

Finally, translation develops intercultural competence. The experience of traveling to an English country enrich people’s experience of understanding others cultures. It is more helpful if the person is well-informed with the language of the visiting country. Otherwise, voyagers will not be able to communicate. Being able to communicate with local folks will help them to break the obstacles among two people from different backgrounds. Even if learners are able to talk, they have to slow down when they speak. Establish communication for L2 learners takes times, and part of communicating is to guarantee that the message delivered is comprehensible. Moreover, learners will improve their cultural competence by taking turns to talk. As L2 English learners, we all have a strong accent, so it is better for learners to slow down when they speak.  Learners should always wait until the message is delivered before processing the information, and then give an answer according their understanding. After all, learners should keep in mind that developing intercultural competence in an effective manner of cultural interaction.

In conclusion, even though translators can decide if they want to learn a new language by thinking in L2 from the beginning, the process of translating to L1 can still be a good learning tool. So translators can show their improvements in critical reading skills, being aware of grammatical rules when writing and speaking, having the opportunity of practicing the language learned; acquiring new vocabulary, and being able to understand others cultures through the communication experiences.