CONCLUSIONS

As a conclusion, we can say that the translation is very important and can not be overlooked in the learning process of a language, but we must be careful to determine the appropriate time in which it should be used.

There are many authors who have talked about the translation of when its use is appropriate in class, therefore, we infer that it is good to start using it when we have a general knowledge of the language because it will help us to expand our knowledge, otherwise, it will be counterproductive because the student will pay more attention to what the teacher is said in his / her mother tongue than to what is said in the second language.

We have learned in this meeting of reading, learning and study that translation as a learning tool continues to have a very useful practical academic value in classrooms, learning a second language requires closer to that culture, its grammar and dialect and the translation allows us to get closer to that world we are exploring to learn, in the classroom as teachers we can implement learning tools in the dynamic translation process so that the student is motivated and sees this process not as rudimentary and boring but practical and very useful.

Translation in the acquisition of a second language: from theory to practice is a very useful pedagogical tool that can be used to carry out written production activities and evaluate the results, associate, connect and create new knowledge without leaving aside, a method focused on the development of pronunciation, conversation and structuring exercises so that you can review, practice and consolidate what has been learned in which the student as a receiver is the main actor and the teacher assumes the task of counsellor and facilitator in the process of learning in which the student must be allowed to interact, in a dynamic creative way, as well as being an active entity in the classroom so that: he is able to solve the problems that are posed to him.

MIND MAPS

Pedagogical resource in learning and teaching a foreign language

ESSAYS

Translating as a skill

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Translating may be considered by some as a skill where a person is learning a language while others think it interferes in developing learning skills, even though it helps to have a large vocabulary; according to with Kavaliauskienė: (2009), “translation does not help students to develop communication skills. Translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies”. Thus, it is well to say that translation is appropriate for specific purposes. Translating is a natural thing to do when students are learning a language so it cannot be denied at all. it should be seen as a way to achieve or develop a cognitive skill in depth.

Ross (2000), claimed, “Translation holds a special importance at an intermediate and advanced level: in the advanced or final stage of language teaching, translation from L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important social skill since it promotes communication and understanding between strangers”. advanced level students can take advantage of some translation techniques, which will allow them to deepen their knowledge and explore other forms of learning as a tool to practice the language.

Duff (1989) says, teachers and students now use translation to learn, rather than learning translation. Translation has ceased to be important since new learning methods appeared, which focus on communication and interaction with others, so the translation is irrelevant and pointless for the students of nowadays.

To synthesize, the translation favors some students, everything depends on the skill they want to strengthen and the level of the language that they hold.

Written by Liliana Galindo

To begin, it is conceived that for you to learn English, it is necessary to establish different simulation strategies in English class such as dialogues that establish character representation and that stimulate the memorization of words, phrases, and the context in general idiomatically speaking. With the memorization of songs, dances, drawings, and interactive games, which allow students to explore the dynamics of a process, this process must be composed of three basic levels: sounds, structures and words which must be taken into account for those who want to learn a second language; It is impossible to speak fluent English with the simple knowledge of grammar and vocabulary. English is a language of structures and therefore the most effective way to learn it is to become familiar with them.

In the same way, although in recent decades, the work of translation has not had good results as a pedagogical method to learn languages. In the traditional methodology, focused on the so-called translation grammar method, a foreign language was learned through grammar and translation, using a wide variety of mainly literary texts, to learn the vocabulary and grammar of the foreign language.In fact, the student must be accustomed to using the structures of language, without requiring knowledge of grammar; that is, the fluency in the use of the language will depend on the skill with which the student uses the key structures.In the same way, to make the teaching-learning process effective, it is necessary as Leonardi, Vanessa (2010, p.88-118) mentions, according to the book "The role of pedagogical translation in the acquisition of a second language: from the theory to practice. Bern: Peter Lang "in which he contributes pedagogical activities with authentic materials to the teaching-learning process, we can also see that there is a positive attitude among many authors about the usefulness of TILT, and many proposals to include translation tasks in the classroom of FL; but it seems to me that more studies should be evidenced that deal directly with the opinions and perceptions of the students.On the other hand, I consider that how Vanessa Leonardi (2010) mentions the value of translation, not so much as a general methodology of learning a language, but as an activity of a mainly textual nature that can be used in the foreign language class as a complement naturally of activities that develop other skills (oral), and that in this sense can provide many benefits for students.For all the above, by developing all the skills which constitute the way that mediates the appropriation of knowledge perceived in the process of pedagogical and non-pedagogical teaching in the acquisition of a second language, by students, in order to represent the element guiding all didactic act and the modelling of results, through the process carried out within a teaching-learning system it is necessary not only to achieve student motivation, but also to construct concepts that can be used to generate a possible solution to a problem situation that must resolve the selection of the initial problematic situation being this the key, because from it, the theoretical models are contextualized and the actions are defined (in which thoughts, language, and action are interacted) that will be put into play in a class.On the other hand it is the teacher, who plans the activities, designs a strategy to facilitate learning, focuses on guiding the students and motivates them through the use of teaching resources so that they learn to learn in which the teaching process learning becomes effective in the classroom from the moment the student is integrated into the classroom ie where the students based on their experiences, integration activities within the game where prevails an environment of adaptability based on values, confidence in the In the same way, their experiences, the learning styles and methodologies will be adapted to the characteristics of each student, which should favor their capacity to learn by themselves and to work as a team.As mentioned by Leonardi (2010), the translation improves critical reading skills, improves grammatical awareness and language proficiency, facilitates the acquisition of vocabulary and develops intercultural competence. That is to say, this must be focused on each thing that the student learns and this must adapt it to the practical application in its environment in which it operates, in a geographical, social, economic and functional context in its daily work that is applied to the pillars of knowing: knowing, knowing how to do and being. To conclude, believe that translation in the acquisition of a second language: from theory to practice is a very useful pedagogical tool that can be used to carry out written production activities and evaluate the results, associate, connect and create new knowledge without leaving aside, a method focused on the development of pronunciation, conversation and structuring exercises so that you can review, practice and consolidate what has been learned in which the student as a receiver is the main actor and the teacher assumes the task of counsellor and facilitator in the process of learning in which the student must be allowed to interact, in a dynamic creative way, as well as being an active entity in the classroom so that: he is able to solve the problems that are posed to him.

WRITTEN BY: RAQUEL BAUTISTA