Translation for communicative purposes Engendering class discussions with L1–L2 translation tasks
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Siowai Lo [1]
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[1] Macao Polytechnic Institute
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- Localización: Translation and translanguaging in multilingual contexts, ISSN-e 2352-1813, ISSN 2352-1805, Vol. 5, Nº. 2, 2019, págs. 185-209
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
