The tasks of the translation teacher--the elicitation of correct translations and the prevention of incorrect translations--are discussed. (Author/HP)

Three techniques used in the training of translators and interpreters at the Monterey Institute which may be suitable for advanced language study are conceptualization, stylistic transposition, and sight translation. Language students may acquire the cultural and social ambiance of the target language through such training. (SW)

THIS TEXT IS DESIGNED TO INTRODUCE THE BASIC VOCABULARY OF NAVAHO (NAVAJO) IN CONVERSATIONAL FORM. EACH OF THE 64 SHORT LESSON UNITS CONTAINS A PAGE OF QUESTION-AND-RESPONSE PATTERNS IN NAVAHO (TRANSLATED IN ENGLISH ON THE NEXT PAGE), FOLLOWED BY DESCRIPTIVE GRAMMATICAL EXPLANATIONS AND OCCASIONAL COMMENTS ON NAVAHO USAGE AND CULTURE. A…

The linguistic and cultural needs of Chinese students should be considered in English as a second language classes. A job interview is used as a social situation for an exercise to practice sentences demonstrating correct Canadian social usage. (SW)

Generalizations were formulated about the appropriate use of "excuse me" and "I'm sorry" and were used to explain the inappropriate use of these expressions by nonnative speakers. The use of these expressions in English as a second language texts is reviewed and suggestions for teaching are offered. (SW)

This paper discusses contextualization in the TESL classroom. Starting from the statement that fluency and comprehension are more important than absolute accuracy, and that to know how to use language students must "experience context in situations," a definition is attempted of the terms "context,""situation," and "experience." Situation is…

Methodological and theoretical options confronting second-language textbook authors are outlined. Analytic and synthetic methodological approaches, linguistic options, geographic variability, registers of language, spoken versus written language, cultural materials, and learners' level are discussed. (SW)

THE NEED IN LANGUAGE STUDY FOR CULTURAL CONTENT, IN THE ANTHROPOLOGICAL SENSE (I.E., FOR CULTURAL REFERENTS OF LINGUISTIC UNITS), HAS GROWN WITH THE INCREASED EMPHASIS ON ORAL PROFICIENCY AND THE ABILITY TO FUNCTION IN THE TARGET LANGUAGE. INCORPORATING CULTURE INTO THE LANGUAGE PROGRAM CAN BE ACCOMPLISHED ON THE SECONDARY LEVEL BY HAVING THE…

TO SECURE A BETTER ALIGNMENT OF THEIR MENTAL PICTURES WITH "EXTERNAL REALITY," MEN NEED TO PAY CLOSER ATTENTION TO WORD MEANING, PARTICULARLY WHEN CONVEYING INFORMATION ABOUT A CULTURE DIFFERENT FROM THEIR OWN. THE TRANSFER OF MEANING WITHOUT CONFUSION WILL OCCUR MORE READILY IF THE FOLLOWING POINTS FROM GENERAL SEMANTICS ARE KEPT IN MIND--(1) "NO…

The goal of integrating coping skills into the English as a second language (ESL) curriculum is to enable adults to use language in the real world. To accomplish this goal, two kinds of input are needed: (1) comprehensive knowledge about the workings of American English, and (2) accurate information about the language contexts in which adults need…

This book is designed for low-intermediate to advanced students of English as a second language. It provides a look at the world that awaits the foreign student who is to be suddenly immersed in an English-speaking society. The format involves a number of letters written by an American university student to a foreign student planning a trip to the…

Brief remarks about the nature of language study introduce this compendium of aims for different students and levels of instruction. The account considers language form, type, style, and use in the student's society, (2) educational requirements, (3) the student in specialized or general education, and (4) the instructional planner's effect on the…