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RISS 인기검색어
- 검색키워드
- 저자 : Vanessa Leonardi (검색결과 2 건)
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Teaching Business English through Translation
Vanessa Leonardi 세종대학교 언어연구소 2009 Journal of Universal Language Vol.10 No.1
The present paper focuses on the role of translation in Business English teaching from a pedagogical perspective including both translation from L1 into L2 and vice versa. A basic premise of this article is that translation cannot be avoided in language acquisition and it should not be viewed as a negative interference but as a natural and useful tool in language learning. Translation is still regarded as some kind of mechanical linguistic transfer of meaning from one language to another and it is not included in those language skills normally covered by language courses. This paper argues that translation could prove to be a very useful tool to learn grammar, syntax, lexis and culture-related issues in both the source language (SL) and the target language (TL). Teaching a foreign language means teaching how that language is used in a variety of contexts. This is especially true of ESP which should not be thought of as a different kind of language but rather as a different approach to language learning. The present paper aims to provide the ESP teacher with an overview of translation as a perfect tool to teach Business English. Translation is a good pedagogical tool to use in Business English teaching because there are not always exact equivalents between English and other languages. While translating, students are encouraged to notice differences in structures and vocabulary and they have to develop methods and strategies to deal with them. Translation is communication across cultures and as such it plays a significant role in Business environments.
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Forming Identity and Avoiding Hegemony in the Era of Globalisation
Vanessa Leonardi 세종대학교 언어연구소 2010 Journal of Universal Language Vol.11 No.1
The phenomenon of globalisation has further strengthened the relationship between cultural identity and language learning. The aim of this paper is to analyse the role of language in the formation of cultural identity and the role of culture in language teaching as an expression of identity that avoids hegemonic practices. Teaching languages inevitably necessitates teaching culture. Integrating culture into L2 teaching can help learners develop cultural awareness and cultural identity. In the first case, learners will become aware of the we versus they dichotomy created by false generalizations and stereotypes, and will be encouraged to develop tolerance and empathy towards different cultures. By comparing L1and L2 similarities and differences learners will better understand,in terms of identity, their own place within the spectrum of cultures. Some scholars have heavily criticised ELT professionals and materials for their hegemonic tendencies. This paper, however,argues that teaching languages and culture naturally involves some sort of exclusionary practices which should not necessarily be viewed as hegemonic. The selection of a specific linguistic or cultural model, be it British or American English or other varieties,should not be viewed as an imposition of hegemony, but rather as a necessary means to achieve some kind of intelligibility.
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