Непиющая И. А.

 Непиющая И. А.

(г. Донецк, ДНР)

THE ROLE OF TRANSLATION IN FOREIGN LANGUAGE TEACHING

There is no foreign language course that can do without translation. When a student gets a difficult text first of all he or she tries to translate it into his/her native language because he or she doesn’t think in foreign language. Therefore, translation is present at the first stage of learning. As a rule, the understanding of the text without using of translation is achieved later, during further students’ individual work.

According to the communicative approach the translation into native language is considered as an obstacle, not an assistant, in foreign language learning. It’s also considered as a relic of the past. However, such a point of view doesn’t take in account the individual characteristics of teaching styles. Foreign language teaching provides a comparison of structures of foreign and native languages.

Rational use of the native language and translation during the organization of educational activities justifies itself at all levels where the native language is an important means of teaching: explanation of a grammatical or lexical phenomenon missing in the native language, semantization of abstract lexical meanings and phraseological units, before memorizing a text, etc. The necessity of native language is also growing when you need to explain some sentences in the process of reading or listening to an unknown text.

Some specialists regard the translation as the main means of teaching understanding of foreign texts as in the process of comprehension through the translation the skills of competent presentation of the content of previously read text in the native language. Fully-fledged translation of the material means comprehensive transfer of the semantic content of the original text, that is, the translation is an expression of what has already been explained in one language by means of another language.

In the process of teaching when a teacher chooses methodological techniques, he or she should take into account three interrelated factors: a sense of the native language, understanding of a text and professional competence.

The teacher should bring to the students’ consciousness the essence of the translation process and make them stop using automatic translation of words and phrases without context. Since the context is a minimal environment that allows you to understand definitely one or another lexical or grammatical unit. Students should analyze a form of a word and its context. It will help them to provide a conscious search of its meaning. Analyzing the completed translation, the teacher should be precise in the expressions, correctly explain the mistakes. The teacher shouldn’t ask a student to translate a word if the context doesn’t provide its absolute single meaning because the dictionary cannot show all the cases of contextual-situational meaning of the word for the reason that there are some different unique meanings and the quantity of their shades is huge. Work on a word in a context remains the main method of its memorizing.

Considering the difficulties of extraction of the information from a foreign text, it’s necessary to teach techniques of semantic information processing that will provide a certain level of understanding because it requires a logical clarity of presentation.

During the teaching the students are given general-linguistic competence. On its basis the material is practiced on various aspects. The teaching itself is based on the principles of the complex use of methodological techniques that consider the goals to be achieved and the students’ foreign language proficiency level.

At the same time during the training translation it’s necessary to avoid the habit of translating from one language to another without taking into account the real communication goals. Besides, the translation can become an ineffective type of student individual work when the students use the machine translation. It should be remembered that the educational translation is effective only as an additional way of teaching that accompanies monolingual language training and speech practice.

 

ЛИТЕРАТУРА

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