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Abstract
Annotation: This article examines the role of translation and assessment in enhancing second language (L2) learners' proficiency. It argues that translation is not merely a remedial tool but an effective strategy that develops learners' ability to transfer cross-linguistic knowledge and fosters metalinguistic awareness. The article distinguishes between formative and summative assessment types, with a particular focus on diagnostic feedback and performance-based assessment. As a key conclusion, the use of task-based translation exercises aligned with "Can-do" statements and criterion-referenced rubrics for assessing learners' interlanguage development is recommended
References
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