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A method of language teaching characterized by translation and the study of grammar rules. Involves presentation of grammatical rules, vocabulary lists, and translation. Emphasizes knowledge and use of language rules rather than communicative competence. This method of language teaching was popular in the 20th century until the early 1960s.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. [ 1 ] [ 2 ] There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences , and multiple literacies.
Chinese corpora have long been studied from the perspective of frequency lists. The historical way to learn Chinese vocabulary is based on characters frequency (Allanic 2003). American sinologist John DeFrancis mentioned its importance for Chinese as a foreign language learning and teaching in Why Johnny Can't Read Chinese (DeFrancis 1966).
An intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of Rüschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate.
Vocabulary learning is the process acquiring building blocks in second language acquisition Restrepo Ramos (2015). The impact of vocabulary on proficiency in second language performance "has become […] an object of considerable interest among researchers, teachers, and materials developers" (Huckin & Coady, 1999, p. 182).
Vocabulary acquisition is a central aspect of language education, as it directly impacts reading comprehension, expressive and receptive language skills, and academic achievement. [4] Vocabulary is examined in psychology as a measure of language processing and cognitive development.
The New General Service List (NGSL) is a list of 2,809 words [1] claimed to be a list of words that second language learners of the English language are most likely to meet in their daily lives. It was published by Dr. Charles Browne, Dr. Brent Culligan and Joseph Phillips in March 2013 and updated in 2016 and 2023.
teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials; teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) the centrality of spoken language (including a native-like pronunciation)
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