3. Match the situations in Column A with the typical utterances in the situations in Column B.
A B
1. Invitations A. In my opinion…; I think…
2. Polite request B. Would you like to…?
3. Expressing opinion C. Excuse me, can you tell me the way…
4. Ask for direction D. Would you please…?
5. Make telephone calls E. Hello. May I speak to …, please.

4. Answer the following questions briefly.
1) Why is translation considered a poor technique in L2 teaching?
2) In what way is translation considered an effective way of L2 teaching?
3) Why should the use of translation take different forms?

5. Answer the following questions.
1) How can translation be used as an efficient way of L2 teaching?
2) Why is it important to induce the students' interest in L2 culture?

Suggested Answers

1.

1) A.
2) A.
3) A.
4) D.
5) D.

2.
1) remember, understand, use, confidence
2) linguistically, culturally.
3) L2, L1
4) similarities, differences
5) positive influences, avoid the negative ones

3.
1-B, 2-D, 3-C, 4-E, 5-A

4.
1) To most teachers and students, the use of translation or L1 means tedious book learning, and painful search for expressions. It is confined to only written language and to two skills, reading and writing; it is not a communicative activity because it involves no oral interaction. It is not suitable for classroom work because the students must do the writing on their own; it is also time-consuming. Above all, in this technique, the use of the mother tongue is required, and this is not desirable.
2) As a way to foreign language learning, translation proves to be helpful in three ways: to help the students to understand the target language, to express ideas clearly and economically, and, above all, to bring in the reference system of the learner's mother tongue.
3) Because the purpose of using translation may be different. Sometimes we may need an exact translation of a certain language item. We may only need the L1 understanding, a free interpretation, a functional equivalent, or an L1 explanation.

5.
1) First of all, teachers should overcome its weaknesses and make full use of its strengths.
Secondly, translation should be used as a kind of means to achieve an end. The use of translation in L2 class is much more varied than the translation which aims at seeking an exact equivalent for a piece of language. In L2 class, we may only need the L1 understanding, a free interpretation, a functional equivalent, or an L1 explanation.
When using translation or L1 in L2 class, we need to keep the following points in mind:
a. An definite and practical purpose
The teacher should be clear about the purpose of the use of translation. If the teacher himself cannot explain to the students the reason for doing translation, the purpose of doing it, and how to achieve the purpose, the points which they should pay attention to (for example, word order, tense, passive forms, etc.), the students may think this is a meaningless exercise.
b. Teachers should make efficient use of time. We use translation because it can be the best possible way out. It can save us a lot of time and trouble. There is little point in going a long way to present a certain L2 point with the students puzzled while a translation can help the students come to the point directly.
c. The use of translation is for different purposes on different occasions
d. As the students L2 ability grows, the amount of the use of translation should be different.
e. Translation is only a help. It should not take the place of other language activities.
2) The process of learning L2 is at the same time the process of learning the L2 culture. And the students' use of L2 needs not only to be linguistically correct but also culturally appropriate. This means the teacher should teach them how to use L2 appropriately in different situations. Comparison between the native culture and the target culture is one of the most effective ways to teach culture.

Comprehensive test 2 for Unit 9

1. Each question in this section consists of an incomplete statement and four choices marked A, B, C, and D. You are to complete each statement by choosing the most appropriate one from the given choices.
1) As initials which one of the following is Chinese in terms of origin?
A. UN B. USA
C. PRA D. A. D.
2) As initials which one of the following is different from the other three in terms of pronunciation?
A. UNESCO B. CCTV
C. BBC D. VOA
3) Translation may be used in the following except ________.
A. translation of texts B. word list
C. instruction D. dialogue
4) Which one of the following statements is wrong as to the role of L1 in the process of L2 learning?
A. L1 is a basis.
B. L1 is a reference system.
C. L1 is always a distraction.
D. L1 can be of help.
5) We may use translation in L2 class in China because of the following factors except________.
A. characteristics of the students
B. the fact that L1 is always easier.
C. characteristics of the teachers
D. the reality of daily life

2. Fill in the blanks so as to complete the following statements.
1) In the past, translation as a technique in L2 learning is confined to only written language and to two skills, _______ and _______.
2) When speaking L2, we need to be able to communicate both ways: _______ and _______ the foreign language
3) Translation, oral or written, may be an effective form of exercise for _______ certain language points.
4) When the teacher tries to explanation something difficult in L2 to the students, the students' response may be _______ to show they have got what he is trying to express.
5) Translation can often be found in examination paper because this test form can easily test the students' skill in expressing a _______ in L1

3. Match the expressions in Column A with the situations in Column in which they may be used.
A B
1. Nice/Glad to see you. A. Showing agreement to a suggestion
2. Bad luck! B. Showing relief
3. Good idea! C. Meeting new friends
4. Good night! D. Show pity to others for sth. unfortunate
5. Thank goodness! E. Bid farewell at night

4. Answer the following questions briefly.
1) Why can translation be used to check understanding?
2) In what way can L1 be used to give instruction?
3) List the situations for the use of translation.

5. Answer the following questions.
1) How do you understand the statement that "L1 serves as a reference system in the process of L2 learning"
2) What is the theoretical basis of the use of L1 in L2 class?

Suggested Answers

1.

1) C.
2) A.
3) D.
4) C.
5) B.

2.
1) reading, writing.
2) into, from
3) practicing
4) a L1 translation
5) given idea

3.
1-C, 2-D, 3-A, 4-E, 5-B

4.
1) Teachers may have noticed when they try to explain something difficult in L2 to the students, the students' response may be a Chinese translation to show they have got what the teacher is trying to express. This fact itself shows that translation may serve as a means of checking understanding. When the students are reading something, or listening to something, or when the teacher is explaining something, translation can be used to check how well they understand the material in question. This technique may prove helpful especially at the beginning stages.
2) Before they can communicate in English, the teacher has to tell, in Chinese, the students what they are required to do or not to do. For example, when the teacher is arranging activities, or is giving in-class exercises and homework, the teacher has to use Chinese to make sure each student knows what he is to do.
The teacher may also need to tell the students how to interact in different situations.
3) a. As a kind of exercise
b. As a way to check understanding
c. As a form of test
d. As a way to present new words and proper names
e. As a way to explain the language
f. As a way to give background information
g. As a way to give instruction
h. As a way to learn set expressions, idioms and proverbs

5.
1) Another characteristic of this connection is that we tend to approach L2 using L1 as a reference system. That is to say, we tend to use L1 as a yardstick to guide our L2 learning. To some extent this is justified. As it is realized, there are some common features in all languages. At the same time, there are also some features which are specific to the L1 or L2, their culture and societies, in which the L1 or L2 is rooted. This yardstick may help students know which features exist in both L1 and L2 and their cultures, and in what respect they are different by referring to L1 and compare the L2 features with those of L1.
2) The theoretical basis for the use of translation can be summed up as follows: The L1 serves as a starting point and as a reference system. We need not to deny the fact that the learner uses L1 for reference. This L1 reference system points out where the two languages are alike and where they are different. We compare them in our minds and move forwards and backwards between L2 and L1. Gradually we help the students to build up a new L2 reference system by making a deliberate transition from L1 to L2.
What is more, in order 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. 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.

Comprehensive test 3 for Unit 9

1. Each question in this section consists of an incomplete statement and four choices marked A, B, C, and D. You are to complete each statement by choosing the most appropriate one from the given choices.
1) Which of the following words can best be presented through translation?
A. mountain B. computer
C. hatred D. paper
2) We usually use translation to present ________.
A. abstract ideas B. small things
C. big things D. colourful things
3) In tradition, the translation method is closely associated with________.
A. vocabulary B. phonetics
C. intonation D. grammar
4) Which of the following people need more help of translation?
A. the teacher B. the students
C. the beginners D. the advanced learners
5) Which of the following statements is correct as to the use of translation?
A. Translation should be dismissed from L2 class.
B. Translation should be used as the dominant technique in L2 class.
C. Translation should be used in combination with other techniques.
D. Translation should be used in communicative activities.

2. Fill in the blanks so as to complete the following statements.
1) In teaching vocabulary, translation can be used to present _______ words and ____________.
2) Though grammar is not highlighted in the new textbook, grammar itself is ______________ of language. It is _______ and _______ to avoid grammar in L2 learning.
3) Before the students can communicate in L2, the teacher has to give instructions in ________.
4) We may teach set expressions by means of translation because most set expressions have _______ meanings, which can not be _______ and which are _______ to explain.
5) As a rule, the teacher may turn to L1 more for help at the _______ stages.

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

A1. Out of sight, out of mind.2. Two heads are better than one.3. The early bird catches the worm.4. Where there is a will there is a way.5. Birds of a feather flock together. BA. 早鸟先得食。B. 三个臭皮匠合成一个诸葛亮。C. 人以类聚物以群分。D. 有志者事竟成。E. 眼不见心不烦。 4. Answer the following questions briefly.
1) Why should we use different forms of translation?
2) Why may we use translation to learn set expressions?
3) Is the use of translation reasonable in terms of the needs of daily life?

5. Answer the following questions.
1) What is the significance of the comparative and contrastive techniques (between L1 and L2)?
2) Why is the use of translation reasonable with regard to the characteristics of the students?

Suggested Answers

1.

1) C.
2) A.
3) D.
4) C.
5) C.

2.
1) abstract, proper names.
2) an important part, unwise, impossible
3) L1
4) specific, guessed, hard
5) beginning

3.
1-E, 2-B, 3-A, 4-D, 5-C

4.
1) Because the purpose for the use of translation and the situation of the use may be different.
2) Most set expressions have specific meanings, which can not be guessed and which are hard to explain. In this case, L1 translation serves as an easy way out.
3) Translation is a natural and necessary activity. Outside the classroom - in offices, banks, factories, shops and airports, on TV and radio, on the Internet, in the street, in the department store, at meeting, we may see translation widely in use. Without it, there would be no cross-language communication. Translation is going on all the time. It is necessary for us to bring it into classroom.

5.
1) The comparative and contrastive techniques can:
a. Help students see similarities and differences between languages
When the students are aware of these similarities and differences, they can act according to such similarities and differences. So they may make less mistakes in the real use of L2.
b. Induce the students' interest in the target culture
The process of the learning L2 is at the same time the process of learning the L2 culture. And the students' use of L2 needs not only to be linguistically correct but also culturally appropriate. This means the teacher should teach them how to use L2 appropriately in different situations. Comparison between the native culture and the target culture is one of the most effective ways to teach culture.
c. Predict and explain problems in L2 learning
The teacher may predict the problems the students may have due to the influence of their mother tongue. And the teacher may think of ways to deal with such problems beforehand. The teacher can also explain the difficulties the students may have in the learning process by referring back to the students' mother tongue.
d. Develop teaching materials for L2 class and use proper techniques to teach
Since the mother tongue influences L2 learning in both positive and negative ways, the teacher should make use of the positive influences and avoid the negative ones. This means the teacher should choose appropriate materials and techniques for the class in different situations at different time.

2) Our students are teenagers who are English beginners and who are fluent L1 speakers. They have learned a lot of things around them as they learn L1. When they think, learn, or interact with others, L1 is the main means they would turn to. L2 learning is no exception. When a student first takes up L2, he may feel at a loss when they are forbidden to use L1. In fact, it is very difficult, and almost impossible for the teacher to teach without the help of L1 at the beginning stage.
What's more, their purpose of learning is to be able to communicate in L2 with L2 speakers. This means sometimes they need to communicate what is specific in L1 and L1 culture to L2 speakers, and sometimes L2 learners may communicate what is foreign to them. And this involves translation from and into their own language and comparison between the two languages.