THE ROLE OF L2 TRANSLATION ACTIVITIES IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING: A STUDENT’S PERSPECTIVE

Yana Emelyanova

DOI Number
https://doi.org/10.22190/JTESAP230917016E
First page
191
Last page
204

Abstract


Translation as a language teaching tool, especially into a foreign language (L2 translation), has long been surrounded by controversy in teaching English for general and translation purposes. The article considers the problem of using L2 translation activities in teaching foreign languages to translation students. The aim of this study was to determine the attitude of 65 3rd and 4th-year translation students of the Linguistics University of Nizhny Novgorod, Russia, towards the use of L2 translation activities in foreign language training in terms of their benefits for L2 acquisition and the students’ professional development. The two stages of the study included: (a) the use of L2 translation activities in ‘English as a major foreign language’ classes and (b) the collection of student feedback about the above-mentioned activities by means of a questionnaire. The results indicate that L2 translation activities were positively viewed by the participants and considered beneficial for both: (a) L2 acquisition and practice and (b) developing professionally significant skills and abilities through using their L2 in a quasi-translation context. The implication of this study is that L2 translation activities, if designed and implemented with the translation profession in mind, can make a valuable contribution to the teaching of foreign languages to trainee translators. 


Keywords

translation, translation activities, L2 translation, translation-oriented foreign language teaching

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References


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DOI: https://doi.org/10.22190/JTESAP230917016E

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