The Negative Consequences of Overreliance on Translation in English Language Classes

Abstract

This article investigates the negative consequences of excessive reliance on translation in English language classrooms. Although translation can assist learners in understanding difficult concepts, its constant use reduces communicative competence, slows cognitive processing, and prevents learners from developing the ability to think directly in English. The study highlights how translation-centered instruction weakens listening, speaking, reading, and writing skills and limits exposure to authentic language input. The arguments are supported by well-established research in second language acquisition and language pedagogy. The paper concludes with recommendations for minimizing translation and promoting immersion, communicative interaction, and autonomous language learning.