Please paraphrase this text academicly: Of course it is worth mentioning that, using translation in language learning has both advantages and drawbacks. By being aware of each of the benefits or limitations caused by using translation in language learning, language educators would be able to use it as a pedagogical tool in their classrooms more beneficially, for the proper levels of language learning and in the right situations, when it is really required. As according to cook (2010), the balanced and judicious application of translation in language teaching is essential to derive maximum advantages while mitigating negative impacts. Concerning this, some of the most outstanding pros and cons of using translation in language learning are briefly discussed in the following paragraphs.
Bridging gaps in understanding can be taken into account as the first advantage of using translation in language learning. As Cook (2010) mentioned translation can act as a bridge between the learner’s existing knowledge of the native language and the target language, allowing them to make connections and comprehend complex concepts more easily.
One of the situations in which learners may feel difficulty in language learning is to do with comprehending complex grammatical structures and vocabularies. Using translation is seemed to be needed in such situations especially for beginner learners as it allows learners to compare and contrast words, phrases, and grammatical structures between their native language and the target language. Ross (2000), claims that ‘the real usefulness of translation in the EFL classroom lies in exploiting it in order to compare grammar, vocabulary, word order and other language points in English and the students’ mother tongue’ (p. 61). 
The other advantage of using translation in language learning is identified as improving language awareness. Dagiliene (2012) claims by using translation, learners will be directly imposed to mark differences between their L1 and Target language systems. As a result, they will be required to discuss and correct common mistakes. In this regard Carver (1983)also states that translation can be used to make explicit comparisons between students' MT and the target language. This prevents learners from making MT-based errors as it helps learners to know why some expressions are not correct in the target language.
The next advantage of using translation in FL language learning can be its usage in development of cultural awareness. Translation allows learners to gain insights into the cultural context of the target language, as they compare and contrast languages, idiomatic expressions, and cultural nuances (Cook, 2001). It can be used as a tool to promote cross-cultural competence and intercultural awareness in language learning (Meng, 2020; Olk, 2009). Translation can also be used to compare and interpret cultures of different countries, which can deepen learners' impressions of foreign cultures and promote their better development (Olk, 2009).
Focusing on both form and meaning is the other positive points about translation that should be taken into account in the case of language learning. Translation activities offer precious opportunities for language learning regarding focus on form (Doughty & Williams, 1998; Long, 1991). The act of translating naturally needs close attention to both form and meaning in the source language to transfer the meaning into other forms in TL. The act of translating allows learners to see what makes sense and what doesn't. When they cannot comprehend or produce what makes sense to them in SL/FL, their inquiry may extend to non-linguistic and cultural issues. Translation activities set the ground for learning circumstances, which develop cognitive processes and therefore enable learners to acquire new and consolidate existing knowledge (Swain & Lapkin, 1995).
Using the act of translation has positive effects on writing and reading skills in SL/FL. Once learners come to an advanced level, they comprehend and talk fluently, however, their reading and writing still fall behind native speakers' speed (Taillefer, 1996). Their writing indicates mismatches in styles and registers (Campbell, 1998), though any overt grammatical errors are hardly evident. Reading activities involving the act of translating help advanced learners to develop their reading and writing skills, because it naturally attracts learners' attention to a) detailed sentence form and b) discourse structures, and helps them develop metalinguistic knowledge/awareness and metacognitive skills.
Additionally in the case of language skills it is to be noted that , altough many of the teachers consider translation as an activity which has negative effects on learners' communication skills(Duff, 1994), Leonardi (2010) claims that as translation is regarded as a communicative activity, it involves communication between the teacher and the student. Consequently, students are involved in a conversation on the translation topic, which helps them strengthen their speaking skills. On the other hand, students are requested to talk to both the teacher and other learners, and through listening to both the lecturer and the students improve their listening skills.
Finally, Using translation can positively affect learners’ motivation in language learning in the following ways:
1. Immediate understanding and sense of progress: Translating allows learners to quickly understand the meaning of words, phrases, or texts, which can provide a sense of accomplishment and progress. This immediate comprehension can boost learners’ motivation as they see tangible results in their language learning journey.
2. Increased confidence and reduced anxiety: When learners are able to translate and understand the target language, they gain confidence in their abilities. This increased confidence can reduce anxiety and apprehension, leading to greater motivation to continue learning.
3. Personalization and relevance: Translating allows learners to connect the target language to their own lives and experiences. When learners see the relevance of language learning through translation, they are more likely to be motivated to study and use the language in meaningful ways.
4. Enhanced engagement and active learning: The process of translating requires learners to actively engage with the language and think critically about its structures and meanings. This active participation fosters a sense of engagement and can increase learners’ motivation to explore and understand the language more deeply.
At the other end of the spectrum, there are disadvantageous for using translation in language learning that have been discussed and investigated by some researchers. Learner' dependency on translation can be considered as The first negative effect which translation may have on language learning. Over-reliance on translation can inhibit learners from developing their ability to think and communicate directly in the target language (Cook, 2010). Relying on translation may hinder students from building fluency and proficiency in the target language (Brown, 2001).
In addition, translation can lead to interference from learners’ native language. It can cause errors and confusion due to interference from the learner’s native language (Odlin, 1989). According to Larsen-Freeman and Long, (1991) students may transfer grammatical structures, idiomatic expressions, and pronunciation patterns from their native language, hindering their progress in the target language.
This issue may also result in limitation of  learners` communication skills as Mollaei et al. (2017) discuss when learners translate from their native language to the target language, they may unknowingly transfer grammar, syntax, and cultural norms from their native language, leading to errors and misunderstandings in communication. This interference can be detrimental to the development of effective communication skills.
In a study by Malmkjaer (1998) main reasons for criticizing Translation are briefly summarized. From the point of view of Malmkjaer (1998), translation is independent and radically different from other language competence four skills. So, it is only suitable for translator training not for language learning. According to him, using translation in a FL classroom is a time-consuming activity as takes valuable time that can be spent to teach language skills. He also states that using translation in language learning prevents learners from thinking in a foreign language.
Finally, Duff (1994) expressed some other reasons why teachers objected to the use of translation in foreign language classes. The researcher emphasized that translation is text-bound and focused only on reading and writing. It is not a communicative activity because it does not involve oral interaction. In the process of translation, the use of the L1 is needed, which is not desirable. It can be also boring, both to do and to correct.