Abstract:

This study seeks to explain the usefulness of parallel translation as a language learning tool and the reasons for its efficacy in the light of the comprehensible input hypothesis and data from polyglottery. In this connection, the discussion of intensive vs. extensive learning is raised and preliminary calculations of the amount of input necessary for language acquisition are offered.

A classification of bilingual text types (vertical, horizontal, interlinear and incorporated) is suggested and sample learning materials for several languages (French, Japanese, Middle English, Veps and Newar) are provided. The paper mentions the titles of some particular textbooks based on this method (such as Assimil, Langenscheidt and Gakken publications) and considers the factors affecting its applicability.

Parallel translation is shown to be a straightforward way of creating educational materials for smaller and rarer languages as well as for studying recurrent features of different languages and their respective cultures. Learning resources of this kind are also argued to have particular significance in the light of the receptive multilingualism approach that stresses the priority of foreign language comprehension (rather than speech production) for successful and fair international communication.

Mention is made of different attitudes towards bilingual texts among polyglots who are traditionally known for using this kind of materials in their study. While some praise parallel translation as a unique method of vocabulary acquisition, others indicate that it diminishes the intellectual work necessary for language learning. Still others point out that the efficiency of this method depends on the structural similarities/differences in a given pair of languages.

By way of conclusion, parallel translation is demonstrated to be an efficient way of making extensive language input comprehensible from the earliest stages of the learning process and of customizing it to one’s personal interests. Progress to more advanced levels of language proficiency should probably imply shifting from bilingual texts to adapted literature (graded readers) to authentic foreign speech sources.

Keywords:

Parallel translation, bilingual text, foreign languages, language learning, study materials, reading, input, receptive multilingualism, polyglottery.