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English to Spanish: Part of a Pedagogy-related Text Written by Professor Jack C. Richards General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English All language users have greater receptive competence (language they can understand) than productive competence (language they can produce). I can read great novels for example, but I could never write one. Traditionally, in language teaching we recognize this fact in the distinction between active and passive language knowledge, particularly in relation to vocabulary learning, where it is normally assumed that learners should be able to understand far more words than they can use. And it has generally been accepted that in second-language learning, new items first become part of learners’ receptive competence before becoming part of their productive competence.
Krashen (1982) proposed that in language teaching, more effort should be devoted to developing learners’ receptive competence than their productive competence. He claimed that learners’ productive ability will arise naturally from receptive knowledge. In particular, Krashen stressed that meaningful comprehension rather than focused production is all that is needed to facilitate language learning.
However, this is not always confirmed in the experience of learners, who often find that their productive skills are well below the level they would like them to be, despite reasonably good comprehension skills. Learners may be unable to apply their language knowledge in actual use, hence their linguistic knowledge at the cognitive level is not utilized during performance. As Fan Yi (2007) points out, a consequence is that learners’ feelings of anxiety or frustration may increase. They may eventually lose confidence and determination, and their motivation to continue learning English may be affected.
Recent theories of second-language acquisition, however, no longer assume that productive skills will arise naturally from comprehension skills. Two other factors are necessary if we are to reduce the gap between receptive and productive competence: noticing (the noticing hypothesis), and focused output (the output hypothesis).
Translation - Spanish La competencia receptiva (el lenguaje que se entiende) es mayor que la competencia productiva (el lenguaje que se produce) en todos los hablantes. Por ejemplo, yo puedo leer novelas estupendas, pero nunca podría escribir una. Tradicionalmente, en la enseñanza de los idiomas, reconocemos tal hecho en la distinción entre el conocimiento activo y pasivo del idioma, en particular cuando se trata del aprendizaje de vocabulario, donde normalmente se asume que los alumnos deben ser capaces de comprender muchas más palabras de las que pueden utilizar. Y en el aprendizaje de un segundo idioma, por lo general, se ha aceptado que los nuevos elementos forman parte de la competencia receptiva de los alumnos antes de pasar a formar parte de su competencia productiva.
Krashen (1982) propuso que, a la hora de enseñar un idioma, se dedicara más esfuerzo al desarrollo de la competencia receptiva de los alumnos que a su competencia productiva. Afirmó que la capacidad productiva de los estudiantes surgiría naturalmente del conocimiento receptivo. En particular, Krashen destacó que lo único que se necesita para facilitar el aprendizaje de un idioma es la comprensión significativa y no la producción empujada.
Sin embargo, la experiencia de los alumnos, quienes a menudo descubren que sus aptitudes productivas están muy por debajo del nivel que les gustaría que estuvieran a pesar de tener una capacidad de comprensión razonablemente buena, nos demuestra lo contrario. Algunas veces, los estudiantes son incapaces de aplicar sus conocimientos lingüísticos a la hora de usarlos, por lo que no utilizan sus conocimientos lingüísticos a nivel cognitivo durante el desempeño. Como señala Fan Yi (2007), los sentimientos de ansiedad o frustración de los alumnos pueden aumentar como consecuencia. Es posible que con el tiempo pierdan la confianza y la determinación, y que su motivación para seguir aprendiendo inglés se vea afectada.
Sin embargo, las teorías recientes sobre la adquisición de un segundo idioma ya no afirman que las habilidades productivas surgen naturalmente de las habilidades de comprensión. Para reducir la brecha entre la competencia receptiva y la productiva son necesarios otros dos factores: la percepción (la hipótesis de la percepción) y la producción empujada (la hipótesis del educto comprensible).
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I am a native Spanish speaker with a bachelor's degree in education, experience in translation, and a keen interest in copywriting and SEO best practices.
Over the past 8 years, I have had the opportunity to:
- translate and localize content for TED Conferences LLC;
- research industry-specific terminology and create a specialized dictionary for Brandvault Ltd;
- proofread translated texts for grammar, spelling and punctuation accuracy for Entertainment Learning SAS.
- create and deliver synchronous eLearning experiences for EduMe, a startup within Millicom International.
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