Translation and Task Components

Abstract

This article is an attempt to explore classroom translation activities within the task framework proposed by Nunan (1989, 2004). A (pedagogic) task is defined as having six components: goal, input, activity, teacher role, learner role, and setting. It is argued that classroom translation practice (CTP), a term used in this article to refer to any act of translation assigned by the teacher, comprises these six components and thus can be treated and taught like a task. The article comes to an end by raising the important question of how translation tasks can be sequenced as a topic for further investigation.