Translational Constructions in FL Learning

Translation represents the first, vital tool that FL learners refer to when they first learn new language. Most of the students use their bilingual, monolingual, and e- dictionaries while others may use their L1 to express their ideas during class/conversation. After being familiar with most language structures, some learners stop or reduce the dependence on translation and try new methods to learn the language, and others keep using this method as the first tool to refer to when they face new vocabulary.

-Translation is needed for the extension of interactive relationships in various domains such as education, tourism, economics, technology, intercultural communication and so forth.

- As far as the word translation is coincided, the idea of the existence of two languages side to side comes to mind.

- Literally, the role of the translator/interlocutor is to succeed in transmitting the real meaning of the word or the phrase, and to do so he should involve the implicit cultural aspects and the linguistic barriers of the source text in order to achieve the adequate equivalent in the target language.

Thus, the researcher should consider the main methods and strategies of translation for the sake of giving a conceivable and coherent translation for the original text.

Translational constructions in foreign language (FL) learning refer to specific linguistic structures or phrases that learners use to translate concepts from their native language into the target language. These constructions can provide insight into how learners process and produce language, as well as the challenges they face in bridging linguistic and cultural gaps.

1.      Transfer from L1 in FL Learning: Learners often rely on their first language (L1) to make sense of the target language (L2). This can lead to direct translations that might not always be idiomatic (correct) in the L2. Cher frère le vert/ On a coupé la route

2.      In fact, transfer from the first language (L1) is a common phenomenon in foreign language (L2) learning. Here’s a more detailed look at this aspect:

1.      Types of Transfer:

o    Positive Transfer: When similarities between L1 and L2 lead to correct language use, such as shared vocabulary or similar grammatical structures.

e.g. open the window/ ouvre la fenêtre/ افتح النافذة

o    Negative Transfer: Occurs when differences result in errors, often due to direct translations or inappropriate application of L1 rules in L2 contexts. / rani ji3an/ rani 3atchen  je suis faim  je suis soif it’ s rather j’ ai faim and j’ ai soif.

Nida E.A contends that "differences between cultures may cause more severe complications for the translator than do differences in language structure". By the same token, Newmark P. asserts that “translation problems caused by culture-specific words arise due to the fact that they are intrinsically and uniquely bound to the culture concerned and, therefore, are related to the ‘context of a cultural tradition”

2.      Direct Translations:

o    Learners may translate phrases word-for-word from their native language, leading to sentences that sound unnatural or are grammatically incorrect in the target language. For instance, saying "I have 20 years" instead of "I am 20 years old" is a common error among learners of languages where the structure differs.

3.      Idiomatic Expressions:

o    Many idioms and colloquial phrases in L1 don’t have direct equivalents in L2. Learners might attempt to translate these literally, resulting in confusion or misunderstanding. For example, translating "it's raining cats and dogs" directly into another language may not convey the intended meaning.  E.g. from first year she said when we want we can instead of…

4.      Cultural Context:

o    Language is deeply intertwined with culture. Learners may struggle to grasp idiomatic expressions or contextual meanings that differ significantly from their own culture, which can lead to awkward or incorrect usages.

5.      Cognitive Load:

o    Relying heavily on L1 can increase cognitive load, as learners need to constantly translate in their minds. This may hinder fluency and spontaneous speech in the target language.

3.      Cognitive Processes: Translational constructions reveal cognitive strategies learners use, such as chunking phrases such as: you know what I mean, I don’ t know if …. You see… how to say…. or relying on familiar patterns to construct sentences in the target language.

4.      Common Errors: These constructions often result in errors, such as awkward phrasing or incorrect grammatical structures, because learners apply L1 rules to L2 contexts.

5.      Teaching Implications: Understanding these constructions can help educators design instructional materials that address common translational pitfalls, emphasizing idiomatic expressions and cultural nuances. The teachers use techniques of translation)

6.      Development of Fluency: As learners become more proficient, they typically move away from translational constructions towards more natural use of the target language, indicating a shift in their linguistic competence.

Strategies to Address Translational Constructions:

• Awareness-Raising Activities: Encourage learners to notice differences between their L1 and L2, fostering a deeper understanding of each language's structure.
• Contextualized Practice: Provide examples and exercises that emphasize the use of idiomatic expressions and collocations in the target language.
• Feedback Mechanisms: Offer constructive feedback on translational constructions, helping learners recognize and correct their errors.
• Cultural Immersion: Incorporate cultural context into language learning to help learners understand how language reflects cultural nuances.
• Translation activities should meet the following criteria:
• 1. Language is used for a purpose.
• 2. Translation activities encourage effective communication.
• 3. Translation activities encourage students’creativity.
• 4. Students should focus on what they are saying, rather than on how they are saying it.
• 5. Students/ learners have the freedom to explain themselves through the different kinds of interactions.

Conclusion

By examining translational constructions, educators and learners can better understand the intricacies of language acquisition and improve teaching methods to facilitate more effective foreign language learning. Addressing these constructions is crucial for developing fluency and proficiency in the target language.