The Importance Of MT In Foreign Language

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of transparencies or Power Point presentation I present the same topic in Italian. I feel that my students are more confident when they understand everything. Otherwise they look at me as if I were an alien creature! In my opinion the use of translation may not be necessary with advanced students but with beginners it is almost inevitable, at least if they are adult people. I believe that we should do a balanced use of L1 and L2. Extremes do not work!." AlsoTomasz Pilch, NauczycielskieKolegiumJezykowe, Opole, Poland says,"I think that the question of whether to use the instruction in L1 or not depends on the circumstances - if you have a lot of time, small groups, students keen on studying on their own and inquisitive and, preferably, no important…show more content…
there are those teachers who reject the use of MT altogether or fail to feel any important potential in it. Also there are those who massively overuse it. Both abuse a resource of great importance and delicacy. In Myopinion,using the target language as the medium of instruction when possible and switching to the MT when it is really necessary. A reasonable and judicious use of MT in EFL classes can only be helpful and likely to make students successful. MT use must be tuned up with effective target language teaching, considering the learners' MT and cultural background and using them to the best of their interest. Most importantly, we must not forget that students' errors are valuableresources forthe teacher, which tell him about the state of his students' interlanguage. This iswhy it is so essentialto avoid negativemarking, where the student simply learnsthat if he makes an error he will lose points.The foreign language teacher should use the students'MT only in certainsituations, for example, whencomparing English grammar with the MT's grammar Beginners will probably progress at a quicker pace if the use of the mothertongue is allowed in the classroom. Translation exercises can also be the perfect practice when there is a grammarpoint that is causing trouble to thestudents.In conclusion, I would like to re-iterate that Iam notsupporting the abandonment of CLand all that it stands for. I am, however, convinced that teachers need to think morecarefully about the EFL/ESL distinction, take more serious notice of student beliefsabout learning and classroom preferencesand act accordingly. The use of the MT inEFL classrooms is one obvious area inwhich we might actAs McKay (2002: 116) rightly notes, “thereis no one best method, and no one methodthat is best for a particular context”. In thefinal analysis, choosing the best approach touse with a particular group of studentsshould come down to a

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