Some relevant publications on language learning strategies and on the multilingual mind show a consistent recourse to reformulation, recasting and translation in educational contexts. In spite of this, translation is frequently considered counterproductive by teachers, who nonetheless make recourse to it more frequently than they would admit, probably because they are unaware of its presence as a generic activity of interlinguistic but also intralinguistic and intersemiotic reformulation. We will try to highlight the importance SLA/FL experts attach to translation by reading through seminal reference documents.
|Titolo:||Exploring the Role of Translation in SLA|
|Data di pubblicazione:||2012|
|Appare nelle tipologie:||1.1 Articolo in rivista|