scholarly journals The methodological structure of a language A to language B translation textbook

2015 ◽  
Vol 1 (1) ◽  
pp. 32-45
Author(s):  
Dmitry Yermolovich
Keyword(s):  
English Translation ◽  
Mother Tongue ◽  
Semantic Class ◽  
Learning And Teaching ◽  
Primary Focus ◽  
Principal Unit

The paper is based on the author’s experience of writing a Russian-English translation textbook and looks into the methodology of teaching students to translate into their non-mother tongue (language B). It is argued that a textbook delivering a course on general, rather than specialized, translation should move away from the popular format of text samples followed by glossaries and comments. Instead, the primary focus should be made on the utterance as the principal unit of translation. Utterances need to be analysed in terms of the situations which they reflect and their semantic class components (objects, events, abstracts, and relations). This approach, termed semantic-situational, can help make the learning and teaching of Language A to Language B translation more consistent and streamlined.

scholarly journals Compulsory English Language Teaching in Taibah University at Undergraduate Level: Problems and Challenges

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Waquar Ahmad Khan
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Economic ◽  
Learning And Teaching ◽  
Primary Focus ◽  
The Impact ◽  
Learning English

Believe it or not, attitude can be an obstacle.To learn any language, positive attitude is prerequisite, and a learner needs to go for it. Learning English as a foreign language is certainly not an easy task. Particularly if you are learning English in a non-English-speaking country. English language teaching and learning always attracts the attention of young minds and young generations across the globe for many pedagogical, sociolinguistic, and economic reasons. The present study focuses on teaching English to the students of Arabic and Islamic studies as their compulsory paper at Taibah University. The research paper is based on action research carried out at Al Ula campus, Taibah University. Compulsory English course specification caters to a mixed and mostly large group of students who belong to different social, cultural, economic, and regional background. It is because of this reason; the primary focus of this study is to find out the problems and challenges among learners and teachers. More precisely, the impact and interference of mother tongue (Arabic), lack of opportunity to use English in day to day activities, approach concerning learning English, and inefficacy of EFL learning and teaching.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

Mercier Et/and Camier : Un voyage de découverte linguistique est-il traduisible?

2007 ◽  
Vol 17 (1) ◽  
pp. 109-120
Author(s):  
Helen Astbury
Keyword(s):  
Foreign Language ◽  
English Translation ◽  
Mother Tongue ◽  
French Language ◽  
Close Analysis ◽  
First Time ◽  
As If

This articles studies the English translation of Beckett's first French-language novel, in order to ascertain whether the linguistic discovery it represents was translatable into English. A close analysis of how Beckett translated his very markedly oral French reveals how Beckett uses for the first time, Hibemo-English structures and words, as if the use of a foreign language had allowed him to rediscover his mother tongue as he has never used it before.

The Misunderstanding of Music-Technology-Education: A Meta Perspective

2012 ◽  
pp. 432-456 ◽  
Author(s):  
Evangelos Himonides
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Music Technology ◽  
Learning Needs ◽  
Active Engagement ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Policy Frameworks ◽  
Recent Position ◽  
Primary Focus

This article explores the concept of “technology” within the wider contexts of music and education. It draws upon a recent position paper by Himonides and Purves (2010), which argues that technology should not be viewed as a solution for the music educator to apply in the classroom. “Music technology” should be treated like any other tool that supports learning and teaching; helps us engage with valued forms of knowledge; celebrates and recognizes the importance of prior learning and experience; requires the teacher to scaffold learning; needs assessment to be congruent with learning; promotes the active engagement of the learner; fosters both individual and social processes and outcomes; recognizes the significance of informal learning; depends on teacher learning; and, finally, demands consistent policy frameworks with support for teaching and learning as the primary focus.

scholarly journals Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners

2017 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Kiymet Selin Armagan ◽  
Zubeyde Sinem Genc
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Mother Tongue ◽  
Reading Speed ◽  
Reading Process ◽  
Control Group ◽  
Learning And Teaching ◽  
Good And Poor Readers ◽  
L1 And L2 ◽  
The Impact

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated greatly. Developments in the area of reading in L1 have frequently raised questions about reading in L2 and a variety of theories have been proposed to account for the relationship between L1 and L2 reading. One of the most fundamental questions raised is related to “reading fluency”. Even though the importance of reading fluency in both L1 and L2 has been emphasized, studies on fluency in L2 are still scarce if we think about its more complicated and multifaceted nature when compared to reading fluency in L1. The aim of this study was to investigate the impact of timed reading practices on the comprehension level and reading speed of learners of English as a foreign language (EFL) in Turkish context. A total of 74 students were the participants, who were randomly divided into two groups: experimental and control group. Experimental group received timed reading activities while the control group did not. Pre-test was applied on the 1st week and post-test was applied on the 7th week. Results illustrated that timed reading intervention positively affected EFL students’ comprehension level and reading speed. Implications for teaching reading in a foreign language were discussed in relation to a number of important details in the findings.

MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM

2016 ◽  
Vol 13 (1) ◽  
pp. 50-66
Author(s):  
Blandina Makina
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Proficiency ◽  
Intermediate Phase ◽  
Mother Tongue ◽  
First Language ◽  
Home Language ◽  
Learning And Teaching ◽  
Slow Development ◽  
And Function

The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) – becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.

Canetti, Elias (1905–1994)

2018 ◽  
Author(s):  
Sascha Bru
Keyword(s):  
Nobel Prize ◽  
English Translation ◽  
Mother Tongue ◽  
Autobiographical Writing ◽  
Philosophy And Literature ◽  
Sephardic Jews ◽  
River Danube ◽  
Elias Canetti ◽  
Crowd Psychology ◽  
Modernist Novel

Elias Canetti, winner of the 1981 Nobel Prize in Literature, spent the first half of his life traveling, and encountered often violence. He devoted the second half of his life to autobiographical writing that used his travel experiences as material. His debut work, Die Blendung (1935, literally "the glare" but published in an English translation as Auto-da-Fé in 1946), is a widely celebrated, late modernist novel. His book-length essay Masse und Macht [Crowds and Power] (1960) is still often today cited in discussions about crowd psychology. Born into a family of Sephardic Jews in Ruse, a city located on the river Danube in Bulgaria, Canetti moved to Britain, and, following the death of his father in 1912, to Lausanne and thence to Vienna. When he arrived there at the age of seven, Canetti already spoke four languages: Ladino or Judeo-Spanish (his mother tongue), Bulgarian, English, and some French. After further moving to Zurich and Frankfurt, he returned to Vienna to gain a degree in chemistry (1929), but at that point it had already become obvious that philosophy and literature were his real passions. Witnessing the growing threat of Nazism in Austria, which in 1938 led to the Anschluss of Austria to Germany, he moved back to Britain, where he settled until the 1970s, and then to Zurich, where he eventually died.

Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English

2021 ◽  
Vol 54 (2) ◽  
pp. 35-51
Author(s):  
Connie Makgabo ◽  
Penelope M. Modise
Keyword(s):  
South African ◽  
Science Teachers ◽  
English Learners ◽  
Primary Schools ◽  
Mother Tongue ◽  
Learning And Teaching ◽  
Sentence Construction ◽  
Native Speakers Of English ◽  
Linguistic Challenges ◽  
Writing Science

The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.

scholarly journals STANDARD AND REALITIES OF LANGUAGE PRESENTATION OF DENTAL DISCOURSE

2020 ◽  
Vol 9.1 (85.1) ◽  
Author(s):  
Tetyana Leshchenko ◽  
◽  
Maryna Zhovnir ◽  
Keyword(s):  
Scientific Publication ◽  
Point Of View ◽  
Scientific Language ◽  
Scientific Texts ◽  
Language Competence ◽  
Learning And Teaching ◽  
Teaching Aids ◽  
Morphological Organization ◽  
Primary Focus

The article deals with the typical mistakes of dental scientific researches – original theses, articles, manuals, textbooks, monographs, texts of abstracts and dissertations, etc. The necessity to form and develop language competence in academics has been showed. The research aims to focus attention on the importance of language presentation of the current scientific thoughts, ideas and hypotheses. According to this, the focus of this research has been shifted to the peculiarities of the development and potential of the scientific language. So, its quality and normalization have been considered by the authors. They interpret this aspect as interesting and extremely urgent problems of modern humanitarian science. The authors also mentioned the need to clarify the necessity of visible improvement of the scientific publication. Certain other priorities for modern scholars, such as monitoring the quality of its basic standard were pointed out. It is generally known, that there are diversity of discourses and each of them has its own particular tools. Apart from their specific discursive characteristic, either one of them has a number of language features. This is not only in the area of communication. Firstly, it concerns essential ideas about discursive representation according to the current language norms. This article deals with the dental discourse. Or more precisely, the primary focus is on its proper grammar. In this response the diversity of dental scientific researches – original theses, articles, manuals, textbooks, monographs, etc. has been analyzed in detail. The typical grammatical, in particular morphological mistakes of the above-mentioned scientific and materials and teaching aids have been showed. Scientific texts as well as various learning and teaching materials on dentistry have been examined from the point of view of the correctness of their morphological organization. The examples of incorrect usage of curtain language units in the samples of scientific dental discourse have been described and characterized. The appropriate utilizing of mail gendered terms (genitive case) has been also analyzed.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

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