The paper titled "Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach" by Mohammad Adil focuses on investigating the perception of language teachers regarding the use of translation as a communicative approach in language teaching within the context of Saudi Arabia. The study's primary research question revolves around understanding how translation can be effectively integrated into Communicative Language Teaching (CLT) to enhance language learning.
The purpose of the study is to explore the effectiveness of translation as a teaching strategy within CLT, specifically in the Saudi context. The research aims to assess whether translation can be a useful tool for improving communicative competence among language learners and to what extent it should be used based on the learners' skill levels and competencies.
The study employs a cross-sectional qualitative design, gathering data through semi-structured interviews with 20 professors and lecturers from a university in Saudi Arabia. These participants have experience using the Grammar Translation Method during their schooling, making them suitable for assessing the role of translation in language teaching. The interviews, conducted in English, explore the participants' views on the use of translation in CLT, its impact on language learning, and the practical applications of translation in teaching.
Key findings of the research indicate that the use of translation in language teaching is perceived positively by most participants, who believe that it aids in understanding subtle concepts, enhances knowledge and skills, and facilitates student engagement. However, the study also reveals that the effectiveness of translation depends significantly on the students' proficiency levels and the judicious use of translation by teachers. Some participants expressed concerns that over-reliance on translation might hinder the development of fluency in the target language and discourage students from thinking in the target language.
In conclusion, the study suggests that while translation can be a beneficial tool in CLT, its use should be carefully managed to avoid excessive dependence on the native language. Teachers are advised to make informed decisions about when and how to employ translation to ensure it supports rather than hinders language learning. The study highlights the importance of teacher competence and the need for a balanced approach in integrating translation into communicative language teaching.