Discusses translation problems resulting from semantic differences in legal and sociopolitical vocabulary, and the translator's responsibility in exposing erroneous or false presuppositions found in the source document. (AM)

Discusses the noun-plus-adjective construction in contemporary German and problems in translating this pattern into English. (AM)

Reviews the grammatical, semantic, and stylistic difficulties in translating English passive constructions into French. (AM)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

Several exercises are presented that are intended to challenge and "limber up" the translator's manipulation of words, meanings, and connotations. The exercises point up the complexity of the translating task and encourage the translator to make the most of this fact. The focus is on French and English. (MSE)

Problems and techniques in teaching the translation of idioms that make little or no sense literally are examined, using as an example the translation of a French idiom into German. Use of bilingual dictionaries and other related activities to deepen and enrich understanding of the language are stressed. (MSE)

All beginners at simultaneous interpreting falter at the flow of oral language, unaware that their short-term semantic flow of oral language, unaware that his short-term semantic memory can be managed more efficiently if used to store units of meaning rather than discrete words. Beginners must learn to listen for sense from the start and focus…

Examines various approaches to the teaching of word meanings in the second language classroom, including the use of translation, visual aids, and direct methods. (AM)

Recommends, for English teaching at advanced levels, equating English participial constructions with German participial constructions rather than with paraphrases, in order to develop an analytic approach on the part of the student. (IFS/WGA)

In comparing original text and translation, the teaching goal should be the comparison of alternative forms and structures, in the native and the target language. Specific problems in translating jokes and comic strips are examined. Suggestions are given for dealing with morphology, syntax, and semantics. (IFS/WGA)

Discusses the subtle changes of meaning evoked by different sentence positions of "hace"-clauses. Analyzes the semantics of "hace" + TIME sentences which are the equivalent of English "ago." A presentation suitable for the beginning learner, using "since" + TIME as the English translation of the "hace"-clause followed by "que" is suggested.…

Three stages of teaching second language vocabulary are examined using examples of typical situations for Poles learning English. A basic assumption is that the vocabulary of any two languages, especially Indo-European languages, exhibits both ethnological and accidental similarity. The first stage is to make the phonic, or graphic, or both forms,…

Attempts to establish a practical approach to teaching the various meanings of the German verb "handeln". Exercises that aid advanced students in understanding the verb's meaning include a complete list of all possible meanings of the verb, as well as sample sentences using the verb in a wide range of contexts. (LMO)

Suggested classroom activities for French language instruction include: exercises focusing on problems of language transfer, interference, and overgeneralization; a lesson in problems of literal translation; an activity to develop guessing skills; situation-specific communication exercises; practice in asking questions; activities to develop…