Partner Diana Lisset

1. Essay 

Kavaliauskienė G. (2009) says that translation does not help students to develop communication skills. Translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies

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We are logically influence by the mother tongue, but is a problem when try to learn a second language because we translate word by word without the context. First,  it is necessary to understand the grammatical differences. It is too important to find the correct method and acknowledge the right context to make an accurate translation.

I agree with who? or what?   because the communication skills are development in  different ways  like writing or reading.  To acquire communication skill is necessary the spoken interaction with others and a reciprocal communication. In the translation context, normally, the interaction is void for only one person listens and makes the translation or takes a document as the source of the translation.

Talking about the verbal- linguistic learners who develop the reading, writing and speaking skills, they they like to think and learn on new words, and have a better capacity to become translators because they develop a higher comprehension level of reading.

In conclusion, according to Kavaliauskienė the translation develops the verbal linguistic skill because its permit the learner to know and learn new vocabulary, but not so much the communicate skills because it does not provide spoken interaction.

2. Mental Map 

Partner Giselle

d) Kavaliauskienė G. (2009) says that translation does not help students to develop communication skills. Translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies.

Task 2: Essay

Kavaliauskiene G. (2009) says that translation does not help students to develop communication skills, that translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies, which I disagree for several reasons.

First, we need to define the context or ideas that this author is focusing on. If he is referring to speaking skills when saying "communication skills", I agree and disagree according to educational background and English level the student finds himself or herself in. If the student has a very low educational background, or he doesn't know how to read and write fluently and clearly in their own language, or he has an A1 to A2 English level on Grammar and Vocabulary, translation is not useful for him, and even discouraging if he or she lacks the necessary knowledge and English lexicon to feel confident to communicate or speak with others. However, if the language learner has an intermediary or higher level of English, with a more complete or balanced educational background in their L1, then translation encourages students to advance forward for it allows them to learn more about the L2, and its differences between L1 and L2. With translation students can distinguish cultural and idiomatic differences between the two languages, and take them to higher ambitions regarding language learning. At this level, translation definitely increases confidence to students to communicate in different ways to others, including speaking and conversations, for translation connects you straight with grammar understanding of the language.

Second, it may be true that students who have verbal-linguistic skills will enjoy the translation strategy, but the previous contexts still need to be consider, it will depend on how fluent and knowledgeable the students are, not only in the L2 grammar and vocabulary, but also about other academic subject areas, and how well they master their own communication skills in L1, either reading writing or speaking. All language learners need to do translation at some moment during their language learning process, this does not only apply to students who have verbal-linguistic skills.

Therefore, what Kavaliauskiene G. (2009) says about translation is true or not based on the context,  in other words, the teaching circumstance, the location and the student's needs or situation in which he is in. 

Task 3: Mental Map

Parner Ivonne Garcia

a) Atkinson (1987) suggests that activities that involve some translation promote guessing strategies amongst students and helps reduce the word-for- word translation that often occurs and which results in inappropriate L2 use.

Task 2: Essay

A) Atkinson (1987) suggests that activities that involve some translation promote guessing strategies amongst students and helps reduce the word-for- word translation that often occurs and which results in inappropriate L2 use.

The translation process is always unidirectional, from a language original to another language. According to Catford (1965), translation was substitution from a textual material of one language to an equivalent textual material in another language. The central problem in the practice of translation was to find a equivalent (1965: 20). In Catford's linguistic transfer model, the linguistic codes are the starting and finishing points of the process of translation (Kiraly, 1995: 58).

Hurtado (1996, 2001) studies the translation process from the perspective of the study of translation competence. Considers that the translation problems, which can be located in different phases of the process and are closely related to the strategies, they have a great interest for the didactics of translation and the evaluation of translations, even if received an exhaustive treatment in Translation Studies (2001: 279-80).

From a cognitive and pedagogical perspective of translation, Dams (1996) addresses the problems of translation and translation competence. Propose. The following definition of translation problems: "obstacles resulting from the comparison between a current system (TO) and a virtual system (LT) for the constitution of a second current system (TT) from a second system virtual (PTT) and that make the translator have to apply some criteria specific derivatives of a strategy "(1996: 197).

Task 3- Mental Map