Abstract
Leaving aside old prejudices against the use of translation in foreign language teaching, the new integrative approaches show how translation (and interpreting)-based activities can also potentially fall into the communicative task category. Liaison interpreting is one such and it is our aim in this paper to investigate how it works with a group of 4th year English Philology students at the University of Oviedo. Results being clearly positive, and taking into account such factors as the importance of the student's L1 in the learning process, the enormous array of translation-communication strategies produced and the intercultural dimension present in every translation context, we shall finish by arguing for the inclusion of this kind of activities in the L2 classroom.
Highlights
Our main aim was to test the applicability of liaison interpreting activities in a communicative Foreign Language Teaching (FLT) context
Once the whole text has been analysed it can be inferred that the students are fully conscious of the dynamic, interactive nature of oral communication
There must necessarily be at least a sender and a receiver who need not limit themselves to exchanging information and help each other to achieve effective communication
Summary
Our main aim was to test the applicability of liaison interpreting activities in a communicative FLT context. From a linguistic point of view, we were especially interested in analysing the different communication strategies students could resort to, given that they are essential resources for them to make up for their inevitable competence limitations. The session was meant to practise vocabulary first introduced in Üie previous session. We wanted to know the extent to which activities of this sort affect the student's affective filter
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