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- W2969443709 abstract "There has always been a controversy around the
 use of translation in language teaching. When the word “translation” comes to
 one’s mind, grammar-translation method is echoed at the same time. It is
 criticized as an old-fashioned approach in language teaching. Nowadays, most
 English language teachers agree that the teacher-centred grammar-translation
 method does not make much pedagogical sense and only raises passive learners in
 terms of creative thinking skills. Some scholars feverishly argue that translation
 should be totally banned in language teaching. However, the grammar-translation
 method and translation as a pedagogical tool in language classes should be
 differentiated. Translation is a communicative activity as it takes place in
 the real world. Students can think upon how they are saying something and can
 promote their thinking skills when translation is used as a classroom practice.
 In this case study, 23 B1 level students were asked to translate Turkish songs
 and subtitle film scenes into English as a task in a writing class for a month.
 Students regarded translating task into L2 as a valuable class activity in
 their writing classes. In the semi-interviews conducted with the students, it
 was seen that it helped them to expand their vocabulary knowledge and consider
 pragmatic factors while translating. Moreover, it increased their awareness of
 L1 and L2 differences. Therefore, there is a need for further research on the
 effects of translation tasks on language learning and how it can be used in the
 best way in language teaching." @default.
- W2969443709 created "2019-08-29" @default.
- W2969443709 creator A5036091567 @default.
- W2969443709 date "2019-08-21" @default.
- W2969443709 modified "2023-09-27" @default.
- W2969443709 title "Çevirinin pedagojik bir araç olarak kullanılması: Hazırlık sınıfında yazma dersinde bir durum çalışması" @default.
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- W2969443709 doi "https://doi.org/10.29000/rumelide.606209" @default.
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