> Orwig (1999) states that language learning theory may be defined as a conceptual account of the psycholinguistic and cognitive processes involved in learning a language as well as of the conditions that need to be met in order for these processes to take place. There are different kinds of theories of language learning; however, the one theory that is perhaps most relevant to the subject of classroom translation is the communicative, or functional view of language which is the view that language is a vehicle for the expression of functional meaning.
With respect to the communicative or functional theory of language learning, the semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included. It should be noted here that most ESL classes that use some method of translating at least teacher homework instruction or other important assignment material assert that they use translation in order to make sure that students comprehend what is being stated (Harley, Cummins & Swain, 1990). In other words, like the communicative or functional view of language learning, this perspective of ESL emphasizes meaning.
The communicative approach is, according to Orwig (1999) "comprehension driven" which means that language learning focuses on learning to process messages in the target language. It initially emphasizes the receptive skills (listening comprehension and reading comprehension) rather than the productive skills (speaking and writing). The assumption is that speaking will eventually emerge on its own, and that pronunciation and real creative use of the language will be better if comprehension comes first and is emphasized more. Thus, meaning is considered to be more important than linguistic form. Obviously, translation activities and efforts assist in helping students to derive meaning and as such would be an important element of ESL.
Two-way ESL imme...