Due to differences in the grammars of English and French, "pendant" and "depuis" are as difficult to master for English speakers as their equivalents "for" and "since" are for French speakers. To the former, three facts are crucial: (1) "depuis" corresponds to both "for" and "since," which creates ambiguities; (2) "depuis" applies to an…

A method used to help translators develop skill in understanding texts uses a grid for organizing information before it is translated into another language. The technique, which can also be used simply for notetaking, is illustrated with a text in French. (MSE)

A discussion of translation and second-language instruction looks at the difference between translation used as a tool for teaching a second language and professional translation. It is argued that an interpretive theory of translation necessarily underlies its teaching. (MSE)

While the usual uses of dictionaries in second-language learning (decoding and direct translation) are often nonproductive, there are good reasons for teaching dictionary use to language students. The dictionary is an interesting and essential resource, and a tool for lifelong learning. (MSE)

Commonly-used terms in education are listed alphabetically in English with translations or corresponding terms in French. When appropriate, notes are provided for clarification or extension of the terms. The words and phrases pertain to all aspects of education, including instruction, administration, governance, and theory. The list of almost 900…

Discusses a semi-independent eclectic teaching model, designed to alleviate some of the problems of intermediate-level language classes. It attempts to capitalize on the virtues of a variety of approaches by combining features of each that best accomplish specific language teaching goals. (EKN)

One French university's experience with the developing need for specialized second-language vocabulary instruction in two programs, specialized translation and business administration, revealed not only second-language instructional needs but also the desirability of offering instruction in specialized native language terminology. (MSE)

Considerations when looking for theory to support translation practice include how the theory treats the concept of "word," the notion of "comprehension," the "finality" of the text, text type, and the distinction made between reception and reproduction of the message. Sociocultural and situational context influence the literalness of the…

It is proposed that while interest has focused on specialized professional vocabulary as an object of language instruction, the same vocabulary can be viewed as a tool for teaching. The exchange of concepts and terminology between student and teacher improves student understanding of the language and the problems of translation. (MSE)

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

Teachers' instructional notes for a Hausa course designed for Peace Corps volunteer language and cultural training contains lesson translations, questions for classroom use in several tenses, stories, readings, and summaries, lists of idioms and verbs, pattern drills, and notes on classroom technique. The information is intended to accompany a set…

Describes a course designed to teach reading proficiency in French to non-majors in graduate programs. The method is based on the reading and translation of articles in the student's field of interest. (AM)

The bibliography provides 19 annotated citations of research reports, journal articles, and dissertations concerning second-language writing instruction that have become available April 1-July 31, 1992. Topics include knowledge transfer and loss across languages, rhetoric, translation vs. direct composition, revision processes and patterns,…