Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296067
Title: The implications of translation theories for language teaching pedagogy
Author: Thomas, Stephen F.
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1992
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Abstract:
The following thesis is an attempt to explore the relationship between translating and language learning. Chapter one is an attempt to relate the theory of Translating with that of Second Language Teaching. In the second chapter a review will be given of the history of translating within language teaching methodology, particularly noting the reasons why translating as a language teaching activity fell into disfavour. It will isolate and evaluate the criticisms which have been levelled at translating as a pedagogical device. Chapter three will look at the notion of Communicative Competence and this will include an investigation of the pragmatic and strategic dimension to language teaching. This will lead to a discussion of translating within the framework of developments along this dimension. The argument will centre around the point that within a discourse framework translating as a teaching method is much more relevant and that the criticisms and arguments against it discussed in chapter two therefore no longer apply. In chapter four the relationship between Translating Strategies and Interlanguage Strategies will be examined. This chapter will look at and compare the kind of processes at work within pidgins and creoles and first and second language acquisition with those used in Translating. Chapter five will follow on from the previous chapter with an empirical study of translating strategies and will test the hypothesis that translators and language users make use of similar strategies; and will include a description of data collection, a statistical study and conclusions. In chapter six the relationship between translating and communicative methodology will be examined. I will look particularly at how translating relates to questions of syllabus design and the polarities of accuracy and fluency Chapter seven will contain specific proposals for pedagogy looking at particular areas within linguistic, pragmatic and strategic competence. This chapter will include materials which have been piloted both with Arab learners of English and English learners of Arabic. Chapter eight concludes the thesis arguing that translating does have a vital role to play within a broader communicative approach to language teaching and looks at a number of potential areas for further research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.296067  DOI: Not available
Keywords: Second language learning Education Linguistics
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