TRANSLATION: - PowerPoint PPT Presentation


PPT – TRANSLATION: PowerPoint presentation | free to download - id: 727864-MDk1Z


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation



Title: Presentation title goes here Author: Janine Last modified by: Hugh Dellar Created Date: 11/1/2014 12:17:42 PM Document presentation format – PowerPoint PPT presentation

Number of Views:39
Avg rating:3.0/5.0
Slides: 23
Provided by: Jani2167
Learn more at:


Write a Comment
User Comments (0)
Transcript and Presenter's Notes


  • Tackling the taboo
  • Hugh Dellar
  • Lexical Lab / National Geographic Learning

Discuss the following questions in pairs.
  • Do you use your first language in class?
  • If yes, what for? If no, why not?
  • Do you ever allow / make use of translation?
  • If yes, what for? If no, why not?
  • Does your school / institution have any
    explicit policies relating to the use of L1 in
    the classroom?

The long and winding road to conversion
  • My CELTA course and subsequent reading
  • The long way round explaining words in L2 to
    monolingual classes!
  • Learning Indonesian chunk by chunk
  • Learning Indonesian the refusal of words to mean
    what you want them to!

The long and winding road to conversion
  • Students having the same problems.
  • Hes got a really good job.
  • He about a hundred thousand a year.
  • I was stolen my wallet.
  • Is a course very interesting.

Noticing language patterns
  • Mongolia is known as 'the land of the horse'.
  • Shanghai is known as 'the Paris of the East'.
  • Aubergines are also known as eggplants.
  • The area is known for its oysters.
  • The village is well known for its leather goods.
  • This rare species of shark is known to inhabit
    fresh water.
  • Very few details are known about this rare
  • Schmidt while noticing doesnt guarantee
    acquisition, features of the language cannot be
    learned UNLESS they are first noticed.
  • Rod Ellis stressed the importance of drawing
    students' attention to items that do not conform
    to expectations and may not otherwise be noticed.

The centrality of noticing
  • Essentially, to learn a language people need to
  • hear or see the language
  • understand the meaning of what they hear or see
  • pay attention to the language and notice
    aspects of it
  • do something with that language - use it in
    some way
  • repeat these steps for the same language
    repeatedly over time

Noticing language patterns
  • Language patterns
  • Which patterns can you see in these sentences?
  • It's hardly the same thing!
  • Hardly an instant solution then!
  • It's hardly surprising people are concerned about
  • Hardly a day goes by without hearing one of these
  • I hardly know anyone who agrees with it.
  • There's hardly any funding available for research
    into it.

Noticing language patterns
  • Language patterns
  • Write the sentences in your language. Translate
    them back into English. Compare your English to
    the original.
  • It's hardly the same thing!
  • Hardly an instant solution then!
  • It's hardly surprising people are concerned about
  • Hardly a day goes by without hearing one of these
  • I hardly know anyone who agrees with it.
  • There's hardly any funding available for research
    into it.

So why is translation still a taboo?
  • The ongoing backlash against Grammar
  • Grammar Translation valued writing, grammar,
    accuracy and literary classics.
  • Supplanted by Direct / Natural Method, which
    essentially banned L1.
  • Codified by emerging language schools such as
  • Led to the pillars of practice that continue to
    haunt us
  • monolingualism
  • naturalism
  • native speakerism
  • absolutism

So why is translation still a taboo?
  • Many humanistic and communicative
    methodologies perpetuated this state of affairs.
  • More tolerant approaches such as Community
    Language Learning the exception rather than the
  • All helps create current climate of fear about
  • Ss. will end up using L1 all the time
  • skills involved in TILT only suitable for
    certain Ss.
  • learners may not see its value or find it hard
  • hard to set up and run in class
  • requires motivated Ss.
  • needs T to have good knowledge of Ss. L1 /
  • cant work in multi-lingual contexts

The logical end point of this rhetoric
Some of the many arguments in support of TILT
  • Evidence based (e.g. Laufer and Girsai 2008)
  • Translation is a communicative real-world
  • Very authentic task
  • Translation makes the world go round!
  • Relating L2 to L1 equivalents a common learner
  • Being able to translate is a definition of
  • Its more student centred!
  • Most effective way of doing things that need to
    be done!
  • Time-effective way of dealing with false
    friends, etc.
  • ALL explanation is a form of translation

More arguments in support of TILT
  • Widdowson monolingual teaching profoundly
    misunderstands the way learners relate to L2!
  • Relating new language to L1 is inevitable, even
    when forbidden.
  • ALL learning involves building new knowledge
    onto existing knowledge.
  • Language learning should be no exception.

TILT and models of language
  • The dominant grammar plus words model doesnt
    work well with TILT.
  • Single words are nigh-on impossible, and
    seeking direct equivalence for grammar
    structures foolish.
  • What works best is collocations, chunks and
  • In other words lexis.
  • TILT implies an embrace an approach to language
    that sees grammar and vocabulary as intertwined
    and contextually bound.

TILT Practical applications
  • 1 If students chat in L1, use this as a
    springboard. Write the conversation in L1. Then
    translate it.
  • When students lapse into L1 during speaking
    activities, note it down and round up by
    eliciting / giving L2 versions
  • Give translations of single words as a starting
  • BUT point out how the words differ between the
  • languages. (e.g. responsible for NOT of)
  • 4 Allow students to translate things they may
    well have to translate outside of class. Base
    communicative / task-based exercises around them.

TILT Practical applications
  • 4 Conversation practice
  • A Write a typical menu for a restaurant in your
    country. Write it in your own language.
  • B Work in pairs. Imagine you are in a restaurant
    that does not have an English menu. You are
    trying to decide what to eat.
  • Student A you are visiting the country on
    holiday or on business. You do not speak the
    local language.
  • Student B talk Student A through the menu.
  • Student A reject at least two of the things on
    the menu. Explain why.

TILT Practical applications
  • Single-word translation can sometimes work
  • A Translate the words in yellow into your
  • B Work in pairs. Decide if each sentence in 1-8
  • a the economy is doing well.
  • b the economy is doing badly.
  • 1 Inflation is quite low. Prices dont change
  • 2 Theres a lot of unemployment. 15 of the
    working population dont have a job.
  • 3 Our currency is very strong, so its cheap for
    us to travel abroad.
  • 4 The cost of living is very high. A lot of
    people cant afford basic things.
  • 5 Unemployment has gone up a lot over the past
  • 6 Our currency is really weak at the moment.
    Its very expensive to import things from
  • 7 The average salary is quite high. I think its
    about 30,000 a year.

TILT Practical applications
  • 6 TILT works well when dealing with whole
  • Use the extra information in 1-12 to guess the
    meanings of the words in yellow. Translate the
    sentences into your language. Then check in the
    Vocabulary Builder.
  • 1 Their shoes are really good quality. They
    really last. I've had these for three years and
    I wear them quite a lot.
  • 2 If you're going to buy a computer, go to World
    PC. They're very reliable. If you have any
    problems, they're always quick to solve them.
  • 3 I usually go to Davy's for food. They've got a
    really wide selection. You can get whatever you
    want there.
  • 4 They're open on Sundays. In fact, I think the
    only day they're shut is Christmas Day!
  • 5 I bought this nice thick coat for the winter.
    It'll keep me warm in the cold weather.
  • 6 They're nice shoes. They look cool, but they're
    not very practical. They're a bit uncomfortable
    to walk in!
  • 7 What lovely flowers! They're so bright and
  • 8 It's OK, but it's quite complicated. The
    instruction book is about a hundred pages long.
    It's really thick!

TILT Practical applications
  • What lovely flowers. Theyre so bright and
  • Hes doing a PhD at the moment. Hes very
  • Their nice flat has huge windows, so its nice
    and bright.
  • When doing listenings, let students take notes in
  • They then use these when comparing ideas in L2.
  • 8 Make students aware of word reference forums.  

Over to you . . .
  • Work in groups. Discuss . . .
  • Has this session changed your mind about
  • How much of what youve heard about you do
    already if anything?
  • Was there anything you heard about that you still
    arent sure about or strongly disagree with?
    What? Why?