This paper aims to investigate how the current handbooks in the field of teaching Spanish as a foreign language address the role that translation plays throughout the learning process, with special reference to the Italian-speaking context in which the learning of Spanish has gained considerable importance in the last decade. Taking into account six handbooks published in recent years, we will carry out a detailed analysis of their methodological structure, in order to find out what place translation occupies in the framework of communicative teaching and, subsequently, to reflect on the evolution of the often criticised grammar-translation method.

¿Cómo abordan los manuales de español LE/L2 la traducción en el proceso de aprendizaje? ¿Hacia una rehabilitación o desconsideración de la traducción en la didáctica de ELE para italoparlantes?

Giuseppe Trovato
2019

Abstract

This paper aims to investigate how the current handbooks in the field of teaching Spanish as a foreign language address the role that translation plays throughout the learning process, with special reference to the Italian-speaking context in which the learning of Spanish has gained considerable importance in the last decade. Taking into account six handbooks published in recent years, we will carry out a detailed analysis of their methodological structure, in order to find out what place translation occupies in the framework of communicative teaching and, subsequently, to reflect on the evolution of the often criticised grammar-translation method.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10278/3714248
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