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The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
A technique in which the teacher reads a short passage out loud and students write down what the teacher reads; the teacher reads phrases slowly, giving students time to write what they hear; the technique is used for practice as well as testing. Discourse See “communicative competence”.
A bilingual dictionary or translation dictionary is a specialized dictionary used to translate words or phrases from one language to another. Bilingual dictionaries can be unidirectional , meaning that they list the meanings of words of one language in another, or can be bidirectional , allowing translation to and from both languages.
When modeling a dialogue sentence for students to repeat, the teacher not only gives an oral mother tongue equivalent for unknown words or phrases, but repeats the foreign language phrase before students imitate it: L2 => L1 => L2. For example, a German teacher of English might engage in the following exchange with the students:
Other considerations in writing a singing translation include repetition of words and phrases, the placement of rests and punctuation, the quality of vowels sung on high notes, and rhythmic features of the vocal line that may be more natural to the original language than to the target language.
This article covers French words and phrases that have entered the English lexicon without ever losing their character as Gallicisms: they remain unmistakably "French" to an English speaker. They are most common in written English, where they retain French diacritics and are usually printed in italics. In spoken English, at least some attempt ...
English adjectives, as with other word classes, cannot in general be identified as such by their form, [24] although many of them are formed from nouns or other words by the addition of a suffix, such as -al (habitual), -ful (blissful), -ic (atomic), -ish (impish, youngish), -ous (hazardous), etc.; or from other adjectives using a prefix ...
Vocabulary learning goals help in deciding the kind of language to be learnt and taught. Nation (2000) suggests three types of information to keep in mind while deciding on the goals. 1)number of words in the target language. 2) Number of words known by the native speakers. 3) The number of words required to use another language. [1]