Translation has recently been revived as an approach to language learning that builds on students' linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation…

This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self-regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1-to-L2 translation) by Japanese university students as it interacts with cognitive, affective,…

This study investigates task-related variation in learner performance in a computer-assisted language learning (CALL) environment. For our study, we collected data from 15 beginner and then intermediate second language (L2) learners of German who worked on 3 distinct activity types over 16 months: free composition, translation, and sentence…

This article explores the value of judiciously used first language (L1)-to-second language (L2) translation in meaning-focused, advanced-level academic language education. It examines languaging in the teacher-led discourse (TLD) that arises when translation tasks are used and compares it to languaging during the TLD engendered by 4 other…

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Explored an alternative approach to short essay writing on language assessment tasks. Thirty-nine intermediate learners of French performed two essay writing tasks: writing directly in French and writing in the first language and then translating into French. Two-thirds of students did better on the direct writing task across all rating scales;…

This article (1) discusses the relationship between grammatical and communicative competence; (2) examines aspects of grammar theory; (3) discusses pedagogical problems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in foreign language…

Investigated the effect of first-language (L1) translations on males and females who are beginning French students emerged in a computer assisted language learning (CALL) lesson. Specifically, examined whether access to L1 translations affected performance differently on receptive vocabulary tests and whether there were differences in how much…

Discusses an experiment in testing college students in France on their recall of newly learned English words in order to compare the advantages and disadvantages of context and translation learning as a function of learner proficiency. Results reveal a superiority of translation learning in terms of quantity, but an inability of weaker learners to…

A study with 181 beginning-level college students of French investigated the effects of sentence-level native-language (L1) translations on retention of second-language (L2) vocabulary presented in a context designed to promote inference rather than word-to-word translation. Research was conducted to address the specific design of software for…