Background: Our study analysed 46 articles on computer-aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies. Objectives: Our review covered the types of CAT technologies used, their applications in different learning settings,…

Translation language learning strategies, especially in relation to translation students, have not received adequate attention in the research to date. Therefore, the present study attempted to explore Iranian translation students' use of translation strategies, related beliefs, and academic achievement. It was a survey study involving…

Bilingualism can be used as a teaching aid in teaching and learning English language in an Indian classroom and to improve the language accuracy, fluency, and clarity of learners. Bilingualism can aid the teaching and learning process productively in the classroom. In India, most of the students consider English as a subject rather than a tool of…

Implementing process pedagogy in an L2 writing classroom has its own limits for students with low English proficiency. Although L1 writers commonly benefit from writing multiple drafts, most of the low English level Korean college students in my English composition class did not benefit from the revisions. This article introduces an innovative…

The controversy over the place of translation in the teaching of English as a Foreign Language (EFL) is a thriving field of inquiry. Many older language teaching methodologies such as the Direct Method, the Audio-lingual Method, and Natural and Communicative Approaches, tended to either neglect the role of translation, or prohibit it entirely as a…

While not unreservedly recommending translating and the use of the mother tongue in language classes, this article illustrates the extent to which these techniques can be useful. Particular reference is made to the situation in vernacular-medium secondary schools in India. (FB)

A basic issue in second language (L2) teaching is whether the learner's first language (L1) should be used in the process. Differing views of language teaching authorities and various experiments carried out to test the use of translation in foreign language teaching are presented briefly. The author's experiment, involving teaching two groups of…

Presents an overview of the role of translation in foreign language teaching and learning. Argues that translation is useful for: (1) practicing grammatical structures, (2) explaining vocabulary items, (3) testing at all levels, and (4) developing communicative competence. Also, translation is to be taught as a skill in its own right. (SED)

English-Russian translation at the beginning level is defended if both languages are presented and used realistically and idiomatically. Students using this method attained a good knowledge of Russian and a respect for both languages. (CHK)

An examination of the logic of second language processing argues that knowledge of language structure does not necessarily result in effective language comprehension. Teachers must help students to bridge the gap between translation, which emphasizes lexical and syntactic meaning, and interpretation, which involves global comprehension. (CB)

Due to differences in the grammars of English and French, "pendant" and "depuis" are as difficult to master for English speakers as their equivalents "for" and "since" are for French speakers. To the former, three facts are crucial: (1) "depuis" corresponds to both "for" and "since," which creates ambiguities; (2) "depuis" applies to an…

This paper describes and explains a classroom exercise in French translation, with a view to promoting translation as an integral part of language instruction, particularly at the third-year college level when the student can be expected to have acquired an advanced knowledge of the parts of speech, of the grammatical distribution and their…

Discusses basic models of the processes of translation, second language teaching and learning, and semantization. A judicious use of many procedures is urged, because translation is present in the semantization process regardless of method used. It is noted that considerable research is still needed. (AMH)