Inverse Translation as a Pedagogical Tool in the English for Specific Purposes (ESP) Classroom

The aim of this paper is to analyse the potential of inverse translation as a pedagogical tool in the promotion of written expression skills in the English for Specific Purposes (ESP) classroom. Nowadays, we are witnessing a renaissance of translation in teaching practice. As a result, the number of...

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Bibliographic Details
Published inInternational journal of English studies Vol. 24; no. 1; pp. 1 - 23
Main Authors Herrero, Enrique Cerezo, Perez-Sabater, Carmen
Format Journal Article
LanguageEnglish
Published Murcia Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press) 01.01.2024
Universidad de Murcia, Facultad de Letras
Subjects
Classrooms
Communication
Curricula
English for special purposes
Foreign language learning
Grammar Translation Method
Language
Language instruction
Language Skills
Linguistics
Longitudinal studies
Mediation
Metalinguistic awareness
Multilingualism
Pedagogy
Second language instruction
Students
Teaching
Teaching methods
Translating and interpreting
Translation
United Kingdom
Spain
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Summary:The aim of this paper is to analyse the potential of inverse translation as a pedagogical tool in the promotion of written expression skills in the English for Specific Purposes (ESP) classroom. Nowadays, we are witnessing a renaissance of translation in teaching practice. As a result, the number of studies trying to delineate the scope of translation in current FLT contexts has proliferated in the last two decades. With a view to adding to the existing literature, we have carried out a longitudinal study, for which a series of translations have been completed during a language course. A pre-study and post-study questionnaire have also been administered in order to gauge the participants' perspective regarding the use of translation in the language classroom. The results showcase that translation has been extremely beneficial in terms of enhancing written expression, drawing the students' attention to certain recurring mistakes, and creating metalinguistic awareness.
ISSN:1578-7044
1989-6131
DOI:10.6018/ijes.561321