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Cristian Alexander Asmaza Rosero

Academic Writing I

Synthesis About the use and translation in the EFL Classroom and the use of translation in
EFL classes as L2 Learning practice

A series of studies (E.G Dulay & Burt, 1973; Johnson & Newport, 1994) have revealed
that the difficulties and errors are not directly related with the interference by learners in
their first language. An investigation has found that only 3% of errors came from the
interference and 85% were developmental in nature (Dulay & Burt, 1973).

The integration of translation-based learning activities has been considered a justifiable

pedagogical tool in an EFL environment that needs to be used and explored (Harmer
1991:62; Ellis 1992:46, or 1996:40). This study attempts to apply this process in
classrooms and reveals how this application could influence learners’ views about it.

In addition, Lin (2008) states that translation offers many opportunities to apply what
they already know such as vocabulary and sentence structures. With these aspects,
students recognize the means of expression to successfully transmit the original writers’
intended meaning. This practice promotes knowledge and it can be applied in syntax and

Hsich (2000) conducted a research to analyze the aspects of translation with his students
at the end of the year. The results showed that 85% expressed that translating is helpful
to pay attention to the coherence and contextualization of English reading book tasks,
73% learned the importance of L1, 67% became aware of English words meaning and
62% improved their vocabulary and knowledge

According to Challapan, translation does not get in the way of the acquisition of L2 but,
instead helps learners to compare the 2 languages in term of morphology, syntax and
semantics. This practice facilitates the students to learn using their native L1. With this
positive evidence, teachers should take another look at it

Teaching foreign languages in the ‘western’ was based on understanding that the way
into new language was influenced by their own first language (Cook, 2003:32, Lewis,
2009:218). It seems that learners connect knowledge of foreign languages to that of their
L1, making an inevitable comparison and contrast. /Popovic, 2001) claims that critics
against it are not valid and learners need to promote their learning