TRIVIÑO TORRES DIANA PAOLA 1

UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y
EXTRANJEROS

PROJECT OF SCIENTIFIC WRITTING

TOPIC:

Active translation as a method of

learning a new language

PIN-S-NO-7-2

AUTOR: TRIVIÑO TORRES DIANA PAOLA

CII 2022-2023
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Active translation as a method of learning a new language

INTRODUCTION

In our world, the ability to communicate in multiple languages has

become an invaluable skill. Language serves as a bridge that connects

cultures, facilitates global interactions, and opens doors to a myriad of

opportunities. As a result, language learning has become a pursuit of great

importance. Among the various methodologies used to acquire linguistic

competence, one approach stands out for its dynamic and immersive nature:

active translation. Unlike traditional methods that often rely heavily on

memorization and grammar exercises, active translation involves the active

participation of students in the process of translating text from one language to

another. This method not only improves language comprehension and

production, but also fosters a deeper understanding of cultural nuances and

linguistic complexities. This essay delves into the advantages and nuances of

active translation as an effective method for learning a new language,

highlighting its benefits and shedding light on potential challenges. By

exploring its cognitive, cultural and practical dimensions, we can better

appreciate the role of active translation in training proficient language learners

in a diverse and interconnected world.

In this essay will be made known from a new point of view the

advantages and benefits of learning a new language using active translation

as a means, in the same way a contrast will be made to measure its efficiency

against another methodology, the purpose of This essay is to make known

how the translation method helps in large part to the learning of a new

language, having as main objective to expose through empirical evidence in

which aspects the translation influences the learning in order to offer

information

CHAPTER I

THE IMPORTANCE OF A METHODOLOGY WHEN

LEARNING A NEW LANGUAGE

Although the field of language teaching and learning has evolved over

time, methods that were once considered "the right ones" are now only part of a

set of multiple methodological options for implementing teaching. (González et

al., 2023)

It is very true that throughout history multiple methodologies have been

created, which in turn has been generating controversy. These methodologies,

some mostly approved than others, have closely influenced each human being

when learning a new language, either in a very positive way, as well as in an

unfavorable way. This is how some of the most famous learning methodologies

are presented below:

Grammar and translation method: This method is one of the first known in the history

of language teaching, and one of the most traditional when it comes to teaching. Its

strength is based on the strict use of grammar rules through the practice of translation

exercises.
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Modern grammatical lexical method: This methodology is based on a system subject

to fulfill the teaching working 4 main components: listening, speaking, writing and

reading. This methodology tries to learn the structure and logic of a foreign language,

as well as develop the ability to correlate them to the mother tongue.

Audilingual method: This methodology emphasizes listening comprehension as a

learning tool, which is even more effective in people with great auditory perception.

This methodology is based on listening and reproducing the same words until they are

perfected.

Silent path method: This methodology holds the belief that knowledge of the language

is inherent to the person, its technique is based on teaching a target language,

imparting its use 100%, in this scenario, the teacher does not say a single word in

Spanish, forcing the interaction subconsciously.

Communicative method: It is currently one of the most important

methodologies.

popular, and officially established by the Ministry of Education

of Ecuador since 2016. This methodology bases its teaching on the

Interaction of a person with others who have the target language. The

Communicative method is a mixture of multiple methodologies of

teaching, including the method of active translation.

Languages are learned not as a part of erudition or sapientia, but as a tool

for acquiring knowledge and communicating it to others. (Ahrbeck, 1961: 211-

214).
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THE ACTIVE TRANSLATION METHOD

As discussed in the previous chapter, there are many methodologies,

some related to each other, as well as those that are nothing alike. It was also

found that one of the earliest known methodologies was the translation

method. In contrast, it can be said that the translation method offers

efficiencies for learning a new language.

Newson (1988) argued that the use of translation as a teaching and

assessment tool has four disadvantages. Translation (1) encourages thinking in

one language and transfer to another, with consequent interference; (2)

deprives the teacher and student of the benefit of working in only one

language; (3) gives a false belief in the idea that there is a perfect one-to-one

correspondence between languages; and (4) does not facilitate the

achievement of generally accepted goals, such as an emphasis on spoken

language.

Studies prove that the use of translation when learning a foreign language

generated more comfort, and this exercise had been requested by the apprentice

students themselves. Conacher (1996) reported an excellent response from

students to a translation course.

In the same way, a compilation of comments at the University of St

Andrew's in Scotland has shown that the active translation method represents a

great help and motivation in students, considering itself in turn as an effective tool

in learning a foreign language.However, it is also indicated that to achieve the

effectiveness of the translation method, it is necessary to make proper use of it to

avoid counterproductive results in students. Malmkjaer (1998) argues that

translation, if taught in a way that resembles the real-life activity of translating,

can bring into play all four basic language skills and produce benefits in L2

acquisition.

BENEFITS OF ACTIVE TRANSLATION

Many studies suggested a positive and facilitating role for translation (Newmark 1991; Husain

1994; Kern 1994; Omura 1996).

At present there is much evidence that proves the effectiveness of using active translation to

teach a new language. Below we will present some of the most important benefits of making use of

the active translation method.

Liao (2006) summarizes the positive aspects of using translation: (1) it can help students

understand L2; (2) can help students check if their understanding is correct; (3) alleviates memory

limitations by memorizing more words, idioms, grammar, and sentence structures; (4) can help

students develop and express ideas in another language; and (5) may help reduce learning anxiety and

improve motivation to learn L2.

1. Canhelp students understand L2: when making use of active translation, a greater

understanding is activated in students that stimulates learning in students, which

favors the acquisition of a new language.

2. It can help students verify if their understanding is correct: By making use of

translation, any mistakes made are rectified, favoring the reinforcement of knowledge.

3. Relieves memory limitations by memorizing more words, idioms, grammar and

sentence structures: this is thanks to the fact that at the moment of understanding

things better, knowledge expands to others, thanks to the constant stimulation of

learning that occurs.

can help reduce anxiety about learning and improve motivation to learn L2: this

thanks to the flexibility exposed by active translation, reducing the incidence of stress

and possible unconscious learning blocks.

CONCLUSION

It can be concluded that learning a new language using the active

translation methodology can be an effective tool in the language acquisition

process. This approach involves constant translation between the native

language and the target language, which fosters a deep understanding of

grammatical structures, vocabulary, and idiomatic expressions.

Although active translation can result in a slower learning process

compared to other more immersive methodologies, it offers substantial

benefits. This technique helps to establish direct connections between concepts

in both languages, allowing students to address challenges more systematically

and accurately. In addition, active translation promotes linguistic reflection

and metacognition, as students must consider how words and structures

correspond between languages.

However, it is essential to combine active translation with other

learning strategies, such as oral practice, exposure to real contexts and cultural

immersion. Fluency in a new language involves not only the ability to

translate accurately, but also the ability to communicate naturally and fluently.

Therefore, it is advisable to use active translation as a tool within a broader

and diversified approach.

Ultimately, the choice of language learning methodology will depend

on each person's personal preferences, individual goals, and learning style.

Active translation can be a valuable addition to the arsenal of learning

techniques, providing a solid and deep understanding of the new language that

can lay the foundation for a more complete and authentic language

proficiency.

REFERENCES

González, M. A. J., Ramírez, M. A., & Vázquez, E. M. (2023). Learning English as a

second language through bidirectional translation. Latin Science, 7(2), 3594-

3619. https://doi.org/10.37811/cl_rcm.v7i2.5601

Liao, P. (2006). Learners' beliefs of English as a foreign language and the use of

translation strategies in learning English. RELC Journal 37 (2), 191-215.

Mogahed, M. M. (Ed.). (2011). To use or not to use translation in language teaching

(Vol. 15, Number 2011). Translation diary.

Multidisciplinary, C. L. R. (Ed.). (2023). Learning English as a Second Language

through Bidirectional Translation: Vol. 7 Num. 2 (Number 2023).

https://doi.org/10.37811/cl_rcm.v7i2.5601.

Newson, D. (1988, April). Making the best of a bad job: teaching and testing

translation. Paper presented at the Annual Meeting of the International

Association of Teachers of English as a Foreign Language. Edinburgh,

Scotland. El_aprendizaje_de_Ingles_como_Segunda_Lengua_media.pdf

Omura, Y. (1996). Role of translation in second language acquisition: do students

translate automatically? Unpublished doctoral thesis, University of Texas,

USA

Science Latin Multidisciplinary Scientific Journal March-April, 2023, Volume 7,

Number 2. https://doi.org/10.37811/cl_rcm.v7i2.5601