While not unreservedly recommending translating and the use of the mother tongue in language classes, this article illustrates the extent to which these techniques can be useful. Particular reference is made to the situation in vernacular-medium secondary schools in India. (FB)

A basic issue in second language (L2) teaching is whether the learner's first language (L1) should be used in the process. Differing views of language teaching authorities and various experiments carried out to test the use of translation in foreign language teaching are presented briefly. The author's experiment, involving teaching two groups of…

English-Russian translation at the beginning level is defended if both languages are presented and used realistically and idiomatically. Students using this method attained a good knowledge of Russian and a respect for both languages. (CHK)

This paper describes and explains a classroom exercise in French translation, with a view to promoting translation as an integral part of language instruction, particularly at the third-year college level when the student can be expected to have acquired an advanced knowledge of the parts of speech, of the grammatical distribution and their…

Discusses basic models of the processes of translation, second language teaching and learning, and semantization. A judicious use of many procedures is urged, because translation is present in the semantization process regardless of method used. It is noted that considerable research is still needed. (AMH)

Remedies are suggested for difficulties encountered in Latin to English translations by pupils in the fourth and fifth forms of English Grammar schools. Reading skills proficiency is seen as a prerequisite for effective translation, and stave analysis is suggested as a method of solving the problem of gross error in pupils' translations of complex…

Attempts, through clarification of the term "translation," to define and put in place, from a methodological point of view, the latent tendency to reach back to the native language system, and its effect on the learning of the target language. (Text is in French.) (IFS/WGA)

Argues for an integral role of contrastive analysis and translation in a foreign language teaching program. (AM)

Argues against the thesis that exact translation is impossible, because languages reflect different world-views or different cognitive structures (de Saussure, Humboldt, Whorf, Weisgerber). The possibility of underlying universals (Lenneberg, Heger) must be considered and discussed in the field of language teacing. (Text is in German.) (IFS/WGA)

This analysis of several principles of translation considers relationships between content and meaning, distinctive features and linguistic form, and language and speech. The dichotomies of individual and community speech patterns, situationally determined and independent language usage, and denotative and expressive usage are also examined. The…

Asserts that there is no such part of speech in Chinese as the "co-verb" and demonstrates that such forms are simply transitive verbs which, in addition to several other Chinese structures, are used to translate English sentences with prepositional phrases. (FWB)

Suggestions are offered for teaching languages during the transitional period from the audiolingual level to the reading and writing proficiency level. The importance of developing listening comprehension is stressed, and it is suggested that traditional grammar and translation methods be integrated into the language program. Special attention is…

This document lists over 50 research projects on various topics related to linguistics and language. The topics covered are foreign- and native-language instruction, relevant bibliographies, research in contemporary language, communication, textbooks, lexicology, lexicography, linguistics, computational linguistics, machine analysis of language,…