Enhancing the Metaphorical Competence of Japanese EFL Learners through Subtitle Translation
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The use of translation has long been rejected in EFL pedagogy. However, the author believes that translation can contribute to EFL learning if it is used “properly.” One of its benefits is the development of Metaphorical Competence (MC), which is essential for learners to attain native-like fluency in their L2 but hardly dealt with in the classroom. Because metaphors rely heavily on conceptual information, it is difficult for those with little exposure to the target language and culture to comprehend or produce them. However, the unique nature of subtitle translation enables learners to overcome this disadvantage by going beyond the superficial differences between the source text and the target text. In this paper, a theoretical account of the relationship between MC and subtitle translation is presented, followed by the results and findings of the author’s research on the development of Japanese EFL learners’ MC through subtitle translation.
Abstract
The use of translation has long been rejected in EFL pedagogy. However, the author believes that translation can contribute to EFL learning if it is used “properly.” One of its benefits is the development of Metaphorical Competence (MC), which is essential for learners to attain native-like fluency in their L2 but hardly dealt with in the classroom. Because metaphors rely heavily on conceptual information, it is difficult for those with little exposure to the target language and culture to comprehend or produce them. However, the unique nature of subtitle translation enables learners to overcome this disadvantage by going beyond the superficial differences between the source text and the target text. In this paper, a theoretical account of the relationship between MC and subtitle translation is presented, followed by the results and findings of the author’s research on the development of Japanese EFL learners’ MC through subtitle translation.
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