Integrating Discourse Analysis into Pedagogical Translation: Enhancing EFL Students’ Language Proficiency through Cohesion and Coherence

Abstract

The use of translation into foreign language learning classrooms has been an issue of considerable controversy for a long time in the history of language pedagogy. However, in the past few decades, translation has experienced a revival and reappraisal in education settings (Cook 2001, Leonardi, 2010, Carreres et al., 2018; Pintado Gutiérrez, 2020). Numerous voices have advocated for its reintegration in EFL classrooms. Since then, researchers and scholars approached translation from a diverse array of perspectives. Hence, the present study ostensibly aims at approaching pedagogical translation from a pointed perspective. The latter essentially boils down to highlighting the relevance and interconnectedness of translation and discourse analysis (DA) for educational purposes. This relationship is purported to be deeply intertwined (Farahani, 2013 Erton, 2014, Kim et al, 2017). By applying DA in the act of direct and inverse translation, the student-translator can manage the flow and the structure of the text in focus, ensuring the establishment of coherence and cohesion of the target text and securing its communicative impact. The Findings show that through contrastive analysis and reflection on the written and translated texts studied in the educational setting, the student-translator advances considerably his or her knowledge of the foreign language.