Do Not Use Translation to Teach English Grammar Rules - Part II
By Author Giljonnys Dias da Silva
When it comes to teaching English grammar, many educators rely on translation as a go-to method. However, this approach has its limitations and can lead to misunderstandings, especially for beginner and intermediate learners. The core issue with using translation as a tool for teaching grammar is that it reinforces a word-for-word translation habit, which often doesn’t reflect the nuances, idiomatic expressions, or sentence structure of the target language. This can hinder students’ ability to think directly in English and to understand how grammar and syntax work in a natural context.
In the second part of this discussion, we’ll delve into why translation is a poor method for teaching English grammar, and provide better alternatives to help students internalize grammatical rules through contextual and communicative learning. We’ll also illustrate this point with specific examples of phrases in English and their translations into Brazilian Portuguese to highlight how translation can lead to errors and confusion when applied directly.
Why Translation is a Weak Strategy for Teaching Grammar
1. Over-simplification of Sentence Structures:
Translation tends to simplify sentence structures in a way that makes the languages seem more similar than they actually are. For example, English and Portuguese have different word order conventions, and relying on translation can create false cognates or lead to unnatural phrasing in the target language.
2. False Cognates and Confusion:
English and Portuguese share many cognates, but not all words that look the same mean the same thing. Students may mistakenly think that certain words are interchangeable in both languages because they look alike, even though their meanings differ. This can lead to confusion and errors in communication.
3. Ignoring Idiomatic Expressions:
Idiomatic expressions don’t translate directly between languages. What makes sense in one language may not make sense in another, so relying on translation can result in awkward or nonsensical phrases. Idiomatic phrases need to be learned within their cultural and linguistic context, not through literal translation.
4. Translation Traps: Grammar Inconsistencies:
One of the biggest problems is that grammar rules vary greatly between languages. English often uses a different tense structure, prepositions, or word order compared to Portuguese. Translation may result in improper usage of tenses or the wrong word order, which can cause confusion for learners.
5. Decreased Language Immersion:
One of the best ways to learn a language is through immersion, where the learner is constantly exposed to the language in its natural context. Translation pulls the learner out of that immersive experience by connecting everything to their native language, which slows down the process of internalizing English grammar.
Better Ways to Teach Grammar without Translation
1. Contextualized Learning:
Teach grammar through real-life context. Instead of relying on translation, present grammar points through dialogues, reading materials, or real-world examples that demonstrate how the grammar is used naturally.
2. Focus on Meaning and Communication:
Rather than focusing solely on form (e.g., teaching rules without context), emphasize the meaning and purpose behind a grammatical structure. For instance, show how a question in English changes the meaning of a sentence, instead of simply teaching the structure through translation.
3. Use Visuals and Gestures:
Support language learning by using pictures, visuals, and even body language to demonstrate meaning. This way, students connect meaning to the language directly, without needing to translate it.
4. Communicative Activities:
Engage students in real communication activities like role-playing, discussions, or games where they practice grammar in context. This approach helps learners understand grammar rules while communicating naturally, instead of translating phrases back and forth.
5. Contrastive Analysis (in Small Doses):
While too much translation is detrimental, a small amount of contrastive analysis—where you briefly highlight the differences between English and Portuguese grammar—can be useful. It’s important, though, that this is done after students are familiar with the language in context, so they don’t develop an over-reliance on translation.
Examples of Phrases and Translations: English vs. Brazilian Portuguese
Let’s now take a look at several examples of phrases in English and their direct translations into Brazilian Portuguese. These examples demonstrate how translation can cause confusion or lead to awkward phrasing.
I have been studying English for two years.
Há dois anos que eu estudo inglês.
Problem: In Portuguese, we would typically say, "Há dois anos que eu estudo inglê," using a present tense construction with "há" to convey the idea of duration. The direct translation of "I have been studying" leads to awkwardness because the structure doesn’t align with how duration is expressed in Portuguese.
I look forward to meeting you.
Eu olho para frente para te encontrar.
Problem: The phrase "look forward to" in English is an idiomatic expression that does not translate literally into Portuguese. The correct translation would be "Estou ansioso para te encontrar" or "Eu aguardo ansiosamente para te encontrar," which is far more natural in Brazilian Portuguese.
I need to call my mother.
Eu preciso de chamar minha mãe.
Problem: In Portuguese, the verb “chamar” (to call) needs the preposition “a” when referring to a person. So, the correct translation would be "Eu preciso ligar para minha mãe."
Can you help me?
Você pode me ajudar?
Correct Translation: While the literal translation works, a better context-driven approach would be to teach learners how to use different levels of politeness or formality in questions, such as "Você poderia me ajudar?" (Could you help me?) in formal situations, or “Me ajuda?” in a more casual setting.
She is always late.
Ela é sempre atrasada.
Problem: This is technically correct, but in Brazilian Portuguese, we would more naturally say, “Ela vive atrasada” or "Ela está sempre atrasada." The difference in phrasing illustrates how Portuguese uses different expressions for habitual actions compared to English.
In summary, translation can be a helpful tool for initial understanding, but it should not be the primary method for teaching English grammar. The goal is for students to internalize English grammar and think directly in English, rather than translating back and forth between languages. Focusing on context, communication, and natural usage will allow learners to gain a deeper understanding of English grammar and use it with more fluency. By reducing reliance on translation, students will be better equipped to communicate naturally, accurately, and confidently in English.
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.