2. Fill in the blanks so as to complete the following statements.
1) Translation may also be used as a means of improving language skill of using
the vocabulary, grammar, and text and combining these skills in the ________and ________ of L2.
2) Whether we like it or not, the new language is learnt on the basis of
________.
3) As is realized, there are some __________ features in all languages. At the
same time, there are also some features which are __________ to the L1 or L2.
4) The learner of L2 should shift from the position of a native ________ to that
of ________.
5) L1 serves as a ________ and as a ________ in the process of L2 learning.

3. Match the proverbs in Column A with their Chinese translations in Column B.

A B
1. Great minds think alike. A. 趁热打铁。
2. Strike while the iron is hot. B. 熟能生巧。
3. He who laughs last laughs best. C. 谁笑在最后谁笑得最好。
4. Love me, love my dog. D. 英雄所见略同。
5. Practice makes perfect. E. 爱屋及乌。

4. Answer the following questions briefly.
1) What is "interpretation"?
2) List some different forms of the use of L2-to-L1 translation in L2 class.
3) Why the use of translation is reasonable with regard to the characteristics of the teachers?

5. Answer the following questions.
1) In what way may we use translation to give background information?
2) What is the relationship between culture and the use of translation?

Suggested answers

1.
1) D. 2) D. 3) D. 4) B. 5) D
2.
1) understanding, production.
2) our first language
3) common, specific
4) L1 speaker, a native L2 speaker.
5) starting point, reference system
3.
1-D, 2-A, 3-C, 4-E, 5-B

4.
1) By interpretation, we mean the freer form of oral reproduction of L2 messages in L1. The students do not have to stick to word for word translation in this kind of use of L1.
2) a. Literal translation of isolated items
b. Use of L2-to-L1 dictionary.
c. L2 text translated into L1
d. Interpretation
e. Other forms of L1 use

To help the students understand L2 texts, the teacher can use various devices in the L1, such as providing a title in L1; introducing or summarizing an L2 text in L1; explaining the context of a text in L1; explaining the meaning of a text by brief commentaries including hints and notes; asking L1 questions about an L2 text; discussing in L1 the significance or the moral of an L2 text; providing a detailed analysis in L1 of an l2 text.
3) Most English teachers in China are native Chinese speakers. They and their students share a common native language. They know what is foreign, what is difficult, what is easy to them, and what confuses them. That is to say, they can predict, and prepare the class better than most foreign L2 teachers. For example, they can prepare suitable teaching materials, arrange effective activities, and they can know when and how to use translation when it is necessary. This means it is convenient and easy for Chinese L2 teachers to make use of translation for a more efficient L2 class.

5.
1) Translation may be used to introduce the context of a piece of language and the L2 culture. For example, before learning the text, "Thomas Edison", the teacher can give some information about Edison. He can tell the students what kinds of person Edison was, what he invented, etc..
Apart from this, L1 can be used to introduce the L2 culture. For example, we can tell the students in Chinese how the English-speaking people greet each other and what are the suitable topics for a causal conversation. We can also tell them some information about English names, dressing habit, food, housing, sports, traveling, taboo, privacy, and festivals (e.g. Christmas), etc..
Of course, the teacher needs not to give such information only in L1. Sometimes he needs only to give the L1 translation of the key point, or the difficult words. Sometimes he may use half L1 and half L2 to give such information.

2) As it is agreed among experts that to acquire the L2 culture is as important as, if not more important than, to acquire the L2 itself. That is to say, to be able to speak L2, we not only need to be competent linguistically but also culturally. We should learn to speak it the way its native speakers speak it. When a student learns to speak English, he should speak it in a way which is culturally acceptable to a native English speaker. In this process of learning, again, L1 culture serves as a reference for comparison and contrast for the students to acquired the L2 culture better.
Here arises the need of the use of L1. In most cases, the teacher needs to explain the cultural phenomena in L1 so that the students may understand them by referring to and comparing them with their own culture. In this way, the students may understand the L2 culture better, and therefore, may express themselves in a more culturally appropriate way.