Nobuko Sakurai (2015) presents insightful research results that help educators better understand the impact of translation as it limits reading quantity, reading comprehension, and reading rate in an extensive reading (ER) program. Overall, the results of the study encourage educators to restrict translation as a means of obtaining better results…

This paper analyses the major approaches in EFL (English as a Foreign Language) vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar…

As with language teaching and learning, many factors are at work disregarding of which makes teaching absolutely futile. This introspective paper shows that teaching is bound to many other factors not normally regarded within the framework many teachers apply. Practicality of teaching methods is highly dependent on the kind of learners; that is,…

Presents an overview of the role of translation in foreign language teaching and learning. Argues that translation is useful for: (1) practicing grammatical structures, (2) explaining vocabulary items, (3) testing at all levels, and (4) developing communicative competence. Also, translation is to be taught as a skill in its own right. (SED)

Questions the relevance of the traditional structural/grammatical approach to Russian course design. Suggests instead a functional notional approach and provides an overview of its rationale and principles. (EKN)

Discusses and analyzes the Bosco/DiPietro descriptive framework for the analysis of foreign language instruction. Refines the psychological and linguistic features originally presented by Bosco and DiPietro. Proposes the creation of two new features--analytic and communicative--to replace the functional feature central to Bosco and DiPietro's…

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Argues against the use of an alternative model of Language Awareness (LAw), which rejects Transformational Grammar-based applications of language study in favor of a semiotics-based approach, and presents examples of teaching English to native Bengali speakers to support the use of the more traditional LAw. (CB)

The dangers of translation are discussed when the translator does not try to create textual equivalence, but settles for formal correspondence (i.e., with simple transcoding at a linguistic level) during the process of translating. Difficulties of explaining, commenting, or summarizing rather than translating are also discussed. Pedagogical and…

This article (1) discusses the relationship between grammatical and communicative competence; (2) examines aspects of grammar theory; (3) discusses pedagogical problems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in foreign language…

Analyzes the problem of grammatical terminology in foreign language instruction pointing out that it cannot be reduced to the dichotomy of explicit v implicit grammar. Observation of language classes showing that, regardless of method, use of metalinguistic statements cannot be avoided suggests an approach tailored to students' proficiency and…

Argues that translation can be an effective learning tool for English speakers learning Chinese if semantic and discourse analysis are incorporated. Examples are given to illustrate various problems in such translation, including the division between state and action verbs, and the nonuse of -LE with verbs in past meaning. (15 references) (JL)

Presents an overview of the language teaching situation in Canada's universities, and makes suggestions for its improvement. (AM)

Examines practical ways to improve the quality of Russian language instruction in higher education. The article reviews briefly chapters from two recently revised Russian textbooks, suggests a move from a grammar-based to a communicative syllabus, and notes difficulties and rewards in switching to a notional-functional syllabus. (SM)

A preliminary analysis of the language syllabuses and language students at Southampton University (England) is used to determine needed improvements in language teaching methodology and to establish clear aims and objectives that will build on students' previous experiences, plug gaps that remain, and relate this language learning to the…