Arguments Against Translation

The goal of translation is to establish a relation of equivalence of intent between the source and target texts (i.e. to ensure that both texts communicate the same message), while taking into account a number of constraints. These constraints involve the context, the rules of grammar of the two languages, their writing conventions and their idiomatic expressions. On the other hand, traditionally, translation has been a human activity, although attempts have been made to computerize the translation of natural-language texts, or to use computers as an aid to translation (Dalby, 2010).

There are arguments against and for translation as a language skill in the EFL classroom. First of all, translation as a language skill in the EFL classroom means using translation both as a skill and as an aid to learning a language. There are some arguments put forward against using translation in the classroom. These arguments could be dismissed by persuasive arguments for using translation in the classroom. Newson

Despite the previous arguments against using translation, there are strong arguments for using it. Translation has been misconceived and overused. It could be seen as a victim of the grammar-translation method, rather than the source of its evils. The problem was not translation as such, but a teaching methodology that abstracted language from its communicative function. As Duff (1994, 6) put it, "translation happens everywhere, all the time, so why not in the classroom?" The consequence of the violent reaction against the grammar-translation method in teaching languages between the teaching of translation as a language learning tool and as a professional activity as overemphasized to the point of preventing useful dialogue and exchange. This divide fetween the focus-on-language approach (translation as a tool) and the focus-on-communication approach (translation as an end in itself) becomes clear when comparing the rationale that underlines translation