@article{oai:kansai-u.repo.nii.ac.jp:00010163,
 author = {染谷, 泰正},
 journal = {関西大学外国語学部紀要 = Journal of foreign language studies},
 month = {Oct},
 note = {Translation has long been neglected in language teaching for reasons which have little to do with any considered pedagogic principle. We all know that the objections raised against TILT (translation in language teaching) have been directed at the so-called grammar-translation method. What is less known, however, is that the "translation" component of this method is simply a "transcoding" whose focus is on form rather than meaning. It is simply a pedagogic tool to test learners' understanding of the surface structure of the target language. As such it has nothing to do with what we call "translation" (or translation proper). In short, translation has been condemned for a crime it didn't commit. 
 In this paper, I shall argue that it was time to give TILT a fair and informed appraisal. My main argument for reassessing the role of translation in language teaching is that translation is basically a meta-linguistic task since it is a process that necessarily requires one to go beyond the linguistic level of understanding and communication and, therefore, is one of the most effective ways of nurturing language learners’ meta-linguistic awareness. To illustrate my claim and what TILT can do in more concrete terms, this paper describes how I conducted an otherwise regular, and perhaps monotonous, college “Reading” class (aka, Eibun Koudoku) from a translational viewpoint, hoping to show that TILT in fact can provide students with a very much exciting and educational experience.},
 pages = {73--102},
 title = {大学における翻訳教育の位置づけとその目標},
 volume = {3},
 year = {2010}
}