TEACHING ENGLISH THROUGH TRANSLATION.

The authors of this subject argue that variation is a valid weapon for instruction. Present arguments for and against the use of definition in your own particularised teaching circumstance or in an imagined teaching situation. (Before arguing, rationalize clearly what this situation is).

Student response2. The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and against the use of translation in your own specific teaching situation or in an imagined teaching situation (before arguing, explain clearly what this situation is).

There are numerous ways of conveying the gist of an unknown word. These include a definition in the moment language, a demonstration, a picture or a diagram, a real object, L2 context clues, or an L1 translation. In terms of the true statement of conveying meaning, none of these ways is intrinsic anyy better than every of the others. It all depends on the particular word concerned. However, studies comparing the effectivity of various methods for learning always come up with the military issue that L1 translation is the most effective. This is probably because L1 translations are usually clear, hapless and familiar, qualities which are very important in effective definitions.

at one time learners of English have achieved some basic skill in English, they will begin to learn from sources bulgeside the classroom.



Students will either come across or actively seek out English in its written and spoken forms. Any teacher will want to encourage this and reward students for what they learn out-of-door the classroom. The students`desire to hear and read English will be recognized as a sign of commitment.

But all teachers need to give some thought to the kinds of English their students may bring back to the classroom, and need to anticipate some of the difficulties that word-painting to the complex world...

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