{'fraction_non_alphanumeric': 0.018924302788844622, 'fraction_numerical': 0.0, 'mean_word_length': 5.7, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Whether Translation in Language Teaching can Promote Learners' SLA in the Second Language Classroom

In recent years, there has been an increasing interest in translation in language teaching (TILT) as a pedagogical method for learning a second language, aiming to improve learners' second language acquisition (SLA) in the second language classroom. The study's main aim is to investigate whether TILT can promote students' second language acquisition, especially in the second language classroom. The paper was completed by previous arguments and challenging issues about TILT with research findings, relevant teaching theories and practical teaching experiences. The essential findings are that TILT plays a significant role in developing learners' SLA in the second language classroom. The results offer the relevant suggestions of TILT in second language classrooms and practical teaching approaches to applying TILT as a tool or skill in second language learners considering learners' requirements.