Молодой учёный Международный научный журнал

62
«Молодой учёный»
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№ 24.2 (158.2)
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Июнь 2017 г.
Спецвыпуск
— Learner groups work on translating different sections 
of a text, and then regroup to connect together their parts 
into a full text, with suitable connecting language.
— Learners bring in examples of L1 language (in their 
own country) or L2 (in another country) for discussion and 
translation. Signs can be particularly interesting. This can 
also be done by sharing material via group e-mails.
— Learners bring in short texts/proverbs/poems and 
present them to the class, explaining why they like them. 
These are then used for translation.
— Learners work in groups on short texts then regroup 
and compare their versions, before producing a final text. This 
can then be compared with an «official» published version.
— Learners translate and other learners back-translate, 
then compare versions and discuss why there are differences.
— Ask learners to find different kinds of texts for compar-
ison and translation, for example recipes, e-mails, graffiti, 
technical texts, post-its, etc.
The following activities are presented as no more than 
ideas that each teacher, in each specific situation, should be 
able to adapt, extend and experiment with. We suggest lan-
guage levels in accordance with the CEFR system. Our aim 
here is to focus on activities that are communicative (trans-
lation is not the opposite of communication), textual (more 
than sentences are involved) and close to the uses of trans-
lation, mostly technological, that tend to be part of the stu-
dents» everyday experience. Many teachers think that trans-
lation makes the student look backwards at a text, rather than 
forwards towards a person. The easiest way to counter this 
perception is to start translation activities from spoken in-
teractions (i. e. start from interpreting, then move to written 
translation). Numerous simulated situations can be created 
in class in order to get students to act as mediators, in roles 
where they are obliged to use L2 (and L1) in order to create 
understanding.
Literature:
1. Chomsky, Noam Aspects of the Theory of Syntax, Cambridge, MA: MIT Press, 1994. Duff, Alan Resource Books For 
Teachers— Translation, Oxford University Press, Oxford,1994
2. Harmer, Jeremy, The Practice of English Language Teaching, Pearson Education Limited, Longman 2001
3. Munday, Jeremy Introducing Translation Studies Theories and Applications, 20017. Nord, Christiane Translating as 
a Purposeful Activity. 2006