Journal of Languages for Specific Purposes (Mar 2018)
A CASE FOR THE USE OF TRANSLATION IN ESP CLASSES
Abstract
This article is a plea for the use of translation as a teaching method in the EFL (English as a Foreign Language) class in general and the ESP (English for Specific Purposes) class in particular, by highlighting its advantages, as revealed by recent research in the field. Translation as a teaching method was associated for a long time with the Grammar Translation method, and fell from grace sometime in the mid-20th century, where it remained until recently. Despite this marginalization, in EFL, many teachers have been quietly using both L1 (mother tongue) for explanations and translation as a supplemental teaching method. Its value has been reasserted by numerous recent theorists and their research. They have demonstrated repeatedly, as this paper will attest, that translation exercises have undisputed value if used pertinently and efficiently, and if prepared with specific goals in mind. Thus, for several years now, translation has regained its legitimate place in the teaching of English and has re-emerged as a useful tool in this endeavour. In English for Specific Purposes (ESP), its usefulness is even more appreciated, as this paper will propose. The purpose of this article is twofold. The first part is a presentation of the latest research regarding the use of L1 in the classroom and the issue of translation employed as a learning technique, with a review of the relevant literature. The second part refers specifically to ESP and to the particularities of this branch of EFL, offering a few suggestions for types of translation activities and ways in which they can be useful in such classes. The aim is to bring evidence that translation is neither old nor obsolete, but a valid teaching method that helps learners by consolidating difficult grammar issues, clarifying confusing aspects, enriching vocabulary and generally improving their knowledge of English.
