Abstract

The revival of translation in communicative language teaching can be traced back to the late 1980s, when Alan Duff published the Duke of Edinburgh Award winning volume Translation, "a resource book for teachers who wish to use translation as a language learning activity, just as they might use literature, drama, project work, conversation, role play, writing, or class readers for language practice and improvement" (Duff 1989:8, author’s emphasis). Since then, the merits of translation as a language learning and testing tool have been carefully considered by language educators (e.g. Sewell and Higgins 1996), applied linguists (e.g. Campbell 1998) and translation studies scholars (e.g. Malmkjær 1998). However, it is fair to say that the widespread use of translation in foreign language pedagogy is a recent phenomenon, as testified by a variety of single-authored and collected volumes on the subject (Deller and Rinvolucri 2002; Gonzáles Davies 2004; Malmkjær 2004; Gavioli 2005; Cook 2010). These studies amply show that translation is currently regarded as a valuable learning resource for achieving lexical, terminological, phraseological and grammatical accuracy as well as stylistic fluency and intercultural competence. In the light of these important developments, the aim of this book review is to examine the link between pedagogic theory and practice in the studies contained in the volume edited by Witte et al. (2009). To this end, I will use the three-level model elaborated by Richards and Rodgers (2001) for the description, analysis and comparison of approaches and methods in language teaching.

Autore Pugliese

• Laviosa Sara

Tutti gli autori

• LAVIOSA S.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2011

ISSN

1750-399X

ISBN

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Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

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Numero di citazioni Scopus

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Ultimo Aggiornamento Citazioni

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Settori ERC

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Codici ASJC

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