Do Not Use Translation to Teach English Grammar Rules - Part I
By Author Giljonnys Dias da Silva
Learning English (or any second language) often comes with the temptation to rely heavily on direct translation from one's native language. For many learners, especially those whose first language is similar to English, translating words and grammar structures seems like the easiest way to bridge the gap between languages. However, relying too much on translation, particularly when it comes to teaching English grammar rules, can have detrimental effects on the learning process. In this article, we will explore why translation should not be used as a primary method for teaching grammar rules in English, focusing on the drawbacks and providing alternative strategies for more effective learning.
The Problems with Relying on Translation for Grammar
1. Language-Specific Grammar Rules:
Each language has its own set of grammatical rules, and these rules do not always align across languages. For example, the structure of a sentence in English can differ significantly from that of a sentence in Brazilian Portuguese. Direct translation often leads to confusion because students may apply the rules of their native language to the new language, resulting in unnatural or incorrect sentence constructions.
Example:
In Brazilian Portuguese, it is common to say "Eu tenho 20 anos" (literally, "I have 20 years"). However, in English, the correct structure is "I am 20 years old." A direct translation could confuse students into saying "I have 20 years" in English, which sounds unnatural.
2. False Friends:
"False friends" are words that look or sound similar in two languages but have different meanings. Relying on translation can cause students to mistakenly assume that these words are interchangeable when they are not. This can lead to misunderstandings and errors in communication.
Example:
The word "actually" in English is often confused with "atualmente" in Brazilian Portuguese. While "actually" means "in fact," "atualmente" means "currently" or "at the moment." If a student translates them directly, they might say something like "Actually, I am working now" when they mean "Atualmente, estou trabalhando." This could cause confusion for native speakers of English.
3. Overemphasis on Vocabulary:
While vocabulary is important, learning grammar rules through translation often focuses too much on memorizing individual words without considering how they function in context. Grammar rules are not just about translating words but about understanding how those words fit together in a sentence. When students focus solely on vocabulary, they might overlook important grammatical nuances like tense, aspect, or word order.
4. Cognitive Load:
Translation can overwhelm the brain, especially when learning a language with a significantly different grammatical structure. The learner constantly switches between languages, processing both the meaning and structure of the sentence in two languages at once. This can slow down the acquisition of language skills and create confusion. Ideally, learners should be encouraged to think directly in English without having to translate each word or rule from their native language.
5. Language Interference:
Language interference occurs when the rules or structure of a learner's native language negatively affect their use of the target language. This is especially problematic when learners habitually translate sentences directly. For example, in English, the subject usually comes before the verb ("She reads books"), but in Portuguese, the sentence structure might allow more flexibility, such as "Ela lê livros" (literally, "She reads books"). Learners might, by habit, create structures like "Reads she books" when speaking English.
The Importance of Context in Grammar Learning
Grammar rules are not isolated; they are deeply embedded in the context in which they are used. Direct translation misses this essential aspect. When teaching grammar, context should be emphasized so that learners understand how grammar rules operate within real-life situations. For example, word order can vary between languages, but the way the words are used in context plays a huge role in how the sentence is constructed. Teaching grammar in isolation from its context may lead to mistakes when students try to apply the rules in conversation.
Alternatives to Translation for Teaching Grammar
Rather than relying on translation, it is much more effective to use methods that immerse students in the language, helping them learn grammar rules naturally. Here are some alternative strategies:
1. Contextualized Learning:
Present grammar rules through real-life examples and dialogues. When learners are exposed to language in context, they can internalize the grammar and understand how it functions in communication.
Example:
Instead of translating a rule like "The past tense of regular verbs in English ends with -ed," show students sentences in context:
"I walked to the store yesterday."
"She played soccer last weekend."
This helps students understand how the rule works in context.
2. Focus on Meaning:
Rather than translating individual words, focus on communicating meaning. Encourage learners to express themselves in English using whatever vocabulary and grammar structures they know, correcting mistakes as they arise. This helps them develop fluency and confidence without worrying about perfect translations.
3. Visual Aids and Gestures:
Using visual aids, gestures, and body language can also help convey the meaning of sentences and grammar rules without relying on translation. This can make learning more interactive and engaging, particularly for beginners.
4. Task-Based Learning:
Engage students in tasks and activities that require them to use grammar in practical situations, such as role-playing, problem-solving, or creating short stories. This encourages students to apply grammar rules in a meaningful context rather than relying on memorization or translation.
5. Language Immersion:
Immersion is one of the most effective ways to learn grammar naturally. When students are surrounded by the language in context, they can internalize grammar rules without explicitly studying them. This can be done through listening to authentic English materials (movies, podcasts, songs, etc.) or participating in conversations with native speakers.
Examples of English Phrases and Their Translations into Brazilian Portuguese
To illustrate the potential issues with translation and provide examples of more natural sentence structures, here are some English phrases with their respective translations into Brazilian Portuguese.
I have been working all day.
Eu estive trabalhando o dia todo.
While this translation is correct, it is important to note that the use of "have been" (present perfect continuous) is something that does not have an exact equivalent in Portuguese. A learner who focuses too much on translating this would miss the subtleties of tense use in English.
She has three brothers.
Ela tem três irmãos.
In this case, the verb "has" is translated into tem (from ter), which directly means "to have" in Portuguese. However, English uses "has" for possession and also for describing family relationships, which can be different from how possession is expressed in Portuguese.
They will arrive soon.
Eles vão chegar logo.
Here, both languages use future expressions, but English uses "will" while Portuguese uses ir + infinitive (a near future construction). Translating directly from one language to another can lead to confusion, as the tenses are formed differently.
Can you help me with this?
Você pode me ajudar com isso?
Although this is a direct translation, many English learners may mistakenly ask "Você pode me ajudar com este?" (using este instead of isso), as they directly translate "this" incorrectly.
I like to swim in the ocean.
Eu gosto de nadar no oceano.
This phrase is fairly straightforward and works in both languages. However, learners might mistakenly translate "I like swimming in the ocean" as "Eu gosto nadando no oceano," which sounds awkward in Portuguese because the gerund form (nadando) is not typically used to express habitual actions in this context.
Conclusion
While translation can be a helpful tool for understanding vocabulary and meaning, it is not the best method for teaching grammar rules in English. Relying on translation alone can create misunderstandings, reinforce incorrect structures, and hinder fluency. Instead, teachers should focus on teaching grammar through contextualized examples, real-life scenarios, and immersive learning experiences. By doing so, students will develop a deeper understanding of English grammar and become more confident in their ability to use the language effectively. In the next part of this series, we will explore more advanced strategies for teaching English grammar without relying on translation.
Bibliographic References
Cook, V. (2010). Translation in Language Teaching and Learning. Routledge.
This book discusses the role of translation in language teaching, including its historical context and the impact it has on learners’ ability to acquire a new language naturally.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
A foundational text in language teaching theory, offering insights into various teaching methodologies, including communicative and contextualized approaches to grammar instruction.
Larsen-Freeman, D. (2014). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press.
This book provides a comprehensive overview of language teaching methodologies, including the direct method and task-based language teaching, which emphasize grammar acquisition without translation.
Ellis, R. (2006). The Study of Second Language Acquisition (2nd ed.). Oxford University Press.
A detailed analysis of second language acquisition theories, including how grammar is acquired and the implications of translation in the learning process.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Krashen’s work on second language acquisition includes important concepts like "comprehensible input," which argue against the overuse of translation in favor of exposure to authentic language in context.
Baker, M. (2011). In Other Words: A Coursebook on Translation (2nd ed.). Routledge.
This book explores translation theory and practice in-depth, providing a critical perspective on the use of translation in language learning and teaching.
DeKeyser, R. (2005). Second Language Acquisition: The Critical Period Hypothesis. Lawrence Erlbaum Associates.
DeKeyser’s work includes research on how language learners acquire grammatical structures and why context-based learning might be more effective than translation.
Swan, M. (2005). Practical English Usage (3rd ed.). Oxford University Press.
Swan’s reference guide provides clear explanations of English grammar rules, including how certain rules may be difficult to translate directly into other languages.
Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle.
This book looks at second language teaching methodologies, including how to structure lessons to teach grammar in meaningful, communicative ways.
Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). Routledge.
This text provides a broad overview of the theories and research surrounding second language acquisition, with a focus on how grammar and syntax are learned, as well as the role of translation in the process.