Translation in Language Teaching: An Argument for Reassessment

By Guy Cook. 2010

302 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e6deb1dafe5c089a06166cf68872cb84acc46304

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Jennifer Bruen
2. N. Kelly
3. E. Macaro
4. G. Hall
5. Lili Tian
6. Guy Cook
7. S. Pokrivčáková
8. Li-feng Chu

Citations in the corpus

• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, methodology): “On the contrary, there is instead evidence emerging to suggest that the L1 may actually be a useful tool for learning the L2 in particular instances (Brooks and Donato 1994; Cook 2010; Macaro 2001; Park 2013; Storch and Wigglesworth 2003), including, for example, in the acquisition of vocabulary in ”
• Own-language use in language teaching and learning (2012, background): “At the start of the twenty-first century, therefore, now that ‘the long silence’ (G. Cook 2010: 20–37) about bilingual teaching has been broken, and its merits are no longer routinely ridiculed and dismissed, the way is open for a major ‘paradigm shift’ in language teaching and learning (Maley…”
• Exploring the role of language in English medium instruction (2020, methodology): “The theories associated with input and interaction in the L2 have been put in the shade by those advocating code-mixing, use of the L1, and translanguaging (Cook 2010; García and Sylvan 2011).”
• Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours (2015, background): “Cook (2010) calls for the re-assessment and re-introduction of translation as a pedagogical approach to language teaching which is grounded in language-learning research and informed by educational philosophy.”
• First and second language use in English medium instruction contexts (2018, background): “Since the mid-1990s there has been a shift at the theoretical level (e.g. V. Cook 2001, 2010; Li & Martin, 2009) and by researchers’ stance (e.g. Brooks-Lewis, 2009; Hosoda, 2000) towards exploring the value of using the L1 to promote L2 learning.”
• Preparing teachers for the application of AI-powered technologies in foreign language education (2019, background): “However, prohibiting the use of MT services in the classroom has been found to be largely useless and ineffective (Cook, 2010; Steding, 2009; White & Henrich, 2013).”
• Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia (2016, background): “In light of what Dagiliene (2012) and Cook (2010) have mentioned about the revival of translation approaches as a result of the needs of the modern world, this study can further support that translation technologies can benefit Malay language learner.”