ELT and the role of translation in developing intercultural competence

Fois, Eleonora

doi:10.1080/14708477.2020.1800025

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…In that sense, it is suggested in the current study that the number of translation courses should be increased, and the syllabi should be revised by considering the needs and expectations of student teachers. Translation courses are given place in EFL teacher education programs all over the world (Woo-Lee, 2018;Marqués-Aguado & Solis-Becerra, 201;Fischer-Starcke, 2009;Katz & Watzinger-Tharp, 2005;Fois, 2020;Cohen & Brooks-Carson, 2001;Liao, 2006). The current study found the same result by taking a step forward that translation courses are classified by course instructors and student teachers as catalysators for language skills taught in methodology courses in Turkey.…”

Section: Discussion and Recommendationssupporting

confidence: 69%

“…Translation courses help learners be familiar with the idioms and revisit their knowledge of grammar rules (Li & Zhang, 2021). According to Fois (2020), translation courses are integral parts in student EFL teachers' professional development. In addition, EFL teachers consider translation as a beneficial tool to improve students' culturalcommunicative skills (Pekkanli, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Thanks to translation courses, teacher candidates become competent especially in L2 reading and vocabulary (Marqués-Aguado & Solis-Becerra, 2013). Similarly, there are research studies defining translation courses as facilitators in language teaching and learning in EFL teacher education programs (Fischer-Starcke, 2009;Katz & Watzinger-Tharp, 2005;Fois, 2020;Cohen & Brooks-Carson, 2001;Liao, 2006). It is crystal clear that translation courses should be included in the curriculum in order to prevent monolingual paradigm in EFL teacher education context (Cook, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Investigating Translation Courses at an Undergraduate Efl Teacher Education Program: Views of Instructors and Pre-Service Teachers

Bekereci-Şahin

2022

EJEL

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This study aims to investigate the contribution of translation courses to pre-service EFL teachers’ professional skills. Also, it is aimed to get in-depth insights from both pre-service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre-service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master’s degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers’ intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs. Article visualizations:<img src="/-counters-/edu_01/0978/a.php" alt="Hit counter" />

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Section: Discussion and Recommendationssupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating Translation Courses at an Undergraduate Efl Teacher Education Program: Views of Instructors and Pre-Service Teachers

Bekereci-Şahin

2022

EJEL

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“…The main problem of translation work is to find the target language equivalences (Ehrensberger-Dow & Massey, 2017;Fernández-Guerra, 2014;Fois, 2020;Ghazanfari, 2015). González-Davies and Enríquez-Raído (2016) further defined the term equivalence as equal in value, amount, and meaning.…”

Section: Discussionmentioning

confidence: 99%

Syukuran and Anniversary Celebration: Exposing Translation Non-Equivalency in Indonesian Novel

Fata¹,

Syahiman²

2021

ELASTE

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Achieving equivalence is a significant issue in translation work. However, since one language is different in many aspects from other languages, non-equivalence is inevitable in the process of translation. Non-equivalence arises when the target language cannot provide equal meaning to the source-language text. By applying the framework proposed by Baker (2011), this research was designed using descriptive qualitative method to find out the cases of non-equivalence at word level in the translation of Negeri 5 Menara. The results showed 55 cases of non-equivalence at the word level were found. The cases were classified into seven out of eleven categories; (1) culture-specific concept with eight cases, (2) non-lexicalized source language concept with three cases, (3) different distinction in meaning with nine cases, (4) target language lacks superordinate with one case, (5) target language lacks hyponym with 15 cases, (6) differences in expressive meaning with eight cases, and (7) the use of loan word in the source text with 11 cases. Additionally, the findings also exposed 21 cases that were not categorized into Baker’s (2011) types of non-equivalences at the word level. It was suggested that future researches discuss the topic of non-equivalence words by applying other translation theories aside from Baker’s in order to cover the issue of uncategorized cases found in this study. It is important for translators to understand the contribution of equivalency in both source and target language so that the potential of misinterpretation was avoidable.

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“…However, along with the advantages outlined above, this approach also has significant disadvantages. In particular, teaching within the framework of this approach does not allow students to gain a full understanding of how the grammar of the language and its syntax function (Fois, 2020). This is because the method mainly uses the practice of memorization of standard phrases and communicative expressions that can be understood by native speakers (Smirnova and Bagramova, 2018).…”

Section: Grammar-translation and Communicative Approachmentioning

confidence: 99%

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Veselova

Khimich

Terentieva

2021

Heliyon

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Currently, many universities use the communicative approach to foreign language teaching. In contrast, Peoples' Friendship University of Russia (RUDN University) uses a mixed approach for these purposes, which combines both the abovementioned communicative method and the grammar-translation method, which is more traditional for Russian universities. Additionally, RUDN University provides an opportunity for students to continue learning the target language at foreign partner universities, where students can practice the language in its natural environment. In this regard, the serious research interest for us is which of our students' language competencies will transform after graduation from these universities and how their motivation changes towards learning Spanish.The vast majority of previous research on the role of foreign language internships in increasing students' motivation to learn the target language focuses on issues related to motivation to learn the language within the framework of the communicative or grammar-translation method (Helmchen, Melo-Pfeifer, 2018;Germer, 2018;Marijuan and Sanz, 2018). This study approaches the question from a different angle and concentrates on the problem of motivating students who previously studied Spanish at a university that employs the mixed method for learning the foreign language and who later completed an internship at a partner university that in turn utilizes the communicative method.To answer this research question, we aimed to conduct a study of the formed cultural and linguistic competencies of 3rd-and 4th-year students who were and who were not on foreign internships at Spanish partner universities of RUDN University. Based on the obtained data, this research demonstrates the need to change the established approaches not only to the practice of teaching Spanish but also to the conscious use of internships as a tool to increase the motivation of students to learn the target language.

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ELT and the role of translation in developing intercultural competence

Cited by 8 publications

References 29 publications

Investigating Translation Courses at an Undergraduate Efl Teacher Education Program: Views of Instructors and Pre-Service Teachers

Investigating Translation Courses at an Undergraduate Efl Teacher Education Program: Views of Instructors and Pre-Service Teachers

Syukuran and Anniversary Celebration: Exposing Translation Non-Equivalency in Indonesian Novel

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

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