Abstract
Abstract An underexplored aspect of the use of translation in the L2 classroom is its potential to foster in-class communication. This article explores the efficacy of translation tasks as compared to monolingual writing tasks in engendering language-related discussions in class. The study is longitudinal and includes two experiments carried out in an EFL college setting. Data were collected over two semesters and a comparatively stronger presence of language-related episodes (LREs) was found among those who worked on translation tasks. This higher level of engagement in L2 class discussions suggests that translation tasks are advantageous in engendering student-initiated LREs, drawing learners’ attention to lexis and grammar, and fostering communication in the classroom.
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