Taking into consideration the specific difficulties connected to the decoding of spoken language in L2, the author highlights the differences that this process generates if performed in the mother tongue or in L2 (German). The skill of understanding a language (here in particular “radio news”) appears to be a very active process, that can be suitable also for students with limited language knowledge, if the learning objectives are planned accordingly.
With reference to the students of Spanish at the School for Interpreters in Trieste, this article will describe how the Moodle platform helped them by (a) making materials readily available, (b) giving students the possibility to participate in wikis and in forums regarding translation issues, glossaries, etc. These and other facilities were useful for all students, but in particular for those who could not attend the lessons.
This paper will give examples of how the multi-semiotic visual language of “The Economist” provides a resourceful tool for triggering interaction and implementing learners’ spoken production. Images may activate various forms of communication by depicting metaphors as semantic shifts; the metaphorical semiotic code needs to be contextualised, with vehicle, topic and ground decoded first and then re-constructed as the final step. As a result the viewer will be involved in a process of interactive interdependence between shifted and conventional constructions.
Both language teaching experts and translation theorists have proposed detailed analyses of the advantages and disadvantages of using translation in language teaching. However, in order to make translation a useful teaching resource, they have provided new and challenging insights into the nature of translation itself. Some of the principles among these insights will be outlined and discussed in this paper.