WHY's OF PRO-FIRST LANGUAGE USE ARGUMENTS IN ESP CONTEXT  

Oleh:

Fakharzadeh, Mehrnoosh

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SKASE : Interpretation and Translation vol. 5 no. 1 (2011), page 55-64.
Fulltext: 04_3.pdf (73.16KB)

Isi artikel

Teaching methodologies are victims to fashion and a range of approaches have proceeded through classrooms in the past 25 years. Principled teaching is not about pre-packaged methodological products, however, individual teacher's construct of personal, and context-specific framework allow him or her to select and combine compatible procedures and materials in systematic ways for a local context. With careful application aimed at specific goals and situations, translation can contribute to the students' acquisition of the target language at all levels in general and at tertiary level in particular. Considering the theoretical considerations, some of the teachers have found the first language useful in the classrooms, either in EFL or ESP contexts, in areas such as: explaining grammar to the learners, explaining tasks, scaffolding, checking comprehension, giving feedback to students, using first language to maintain the discipline, and testing. Translation promotes learners autonomy, it motivates students by letting them experience success, it can be used as a technique for raising consciousness at different linguistic and discourse levels, including grammar, lexis, rhetoric and genre.

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