Resumen

GASCA JIMENEZ, Laura. Effect of pedagogical translation in morphosyntactic precision: a preliminary study with advanced SSL students. Comunicación [online]. 2017, vol.26, n.2, pp.16-28. ISSN 1659-3820.  http://dx.doi.org/10.18845/rc.v26i2-17.3441.

Effect of pedagogical translation in morphosyntactic precision: a preliminarystudy with advanced SSL students.

This article presents the results of a longitudinal four-week study on the effect of pedagogical translation on morphosyntax accuracy in a second language. Six Houston University students enrolled in an advanced Spanish as a second language course participated in this study. The main objective of this course was to contribute to the student’s communicative competency using direct (L2>L1) and reverse (L1>L2), translation, with particular emphasis on the latter. The participants carried out a pre and post-test activity at the beginning and at the end of the course. The results suggest thatadding pedagogical translation by means of active methodology promotes reflection and combines individual work and collaborative work, which in turn has a significant impact on morphosyntactic translation in a second language. This positive impact is particularly noticeable in the use of prepositions, adjectives, tenses, and verb forms. This study contributes to the works of Cook (2010) and González Davies (2002), whopropose use of reverse translation (L1>L2) to develop grammatical accuracy.

Palabras clave : pedagogic translation; morphosyntacticaccuracy; reverses translation; prepositions; adjective.

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