Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students
Although translation has been used in language classrooms for a long time, it has also received criticism for its excessive focus on the accurate mastery of grammar and vocabulary. However, recent recognition of the importance of students' own language(s), that is, the languages that students already know, has led to a re-evaluation of the use of translation in the language classroom. The present study adds to this growing area by examining the potential of translation as a means to develop intercultural competence in the beginner/intermediate-level language classroom. It is a piece of qualitative classroom research which aims to further understanding of students' learning experiences and the outcomes that can be achieved through translation activities based on Systemic Functional Linguistics (SFL). In this study, five study sessions were carried out with 14 beginner and 14 intermediate students of Japanese. The results suggest that SFL-based translation activities can provide students with cognitively challenging tasks that have the potential to develop the following three aspects of intercultural competence: (1) reading and interpreting culture; (2) becoming a mediator and social agent; and (3) critically
Gyogi, Eiko
Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students. Although translation has been used in language classrooms for a long time, it has also received criticism for its excessive focus on the accurate mastery of grammar and vocabulary. However, recent recognition of the importance of students' own language(s), that is, the languages that students already know, has led to a re-evaluation of the use of translation in the language classroom. The present study adds to this growing area by examining the potential of translation as a means to develop intercultural competence in the beginner/intermediate-level language classroom. It is a piece of qualitative classroom research which aims to further understanding of students' learning experiences and the outcomes that can be achieved through translation activities based on Systemic Functional Linguistics (SFL). In this study, five study sessions were carried out with 14 beginner and 14 intermediate students of Japanese. The results suggest that SFL-based translation activities can provide students with cognitively challenging tasks that have the potential to develop the following three aspects of intercultural competence: (1) reading and interpreting culture; (2) becoming a mediator and social agent; and (3) critically
using translation develop intercultural competence japanese foreign_language classroom case_study beginner intermediate student although translation use language_classroom long_time also receive criticism excessive focus accurate mastery grammar vocabulary however recent recognition_importance student language languages student already know lead re_evaluation use translation language_classroom present_study add_grow area examine_potential translation mean develop intercultural competence beginner intermediate_level language_classroom piece qualitative classroom aim student_learning experience outcomes achieve translation activity base systemic_functional_linguistics sfl study study session carry beginner intermediate student japanese suggest sfl based translation activity provide student cognitively challenge task potential develop follow_three aspect intercultural competence reading interpreting culture become mediator social agent critically