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Các lỗi thường gặp trong bài dịch của sinh viên: nghiên cứu trường hợp tại khoa Sư phạm tiếng Anh, Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội = Common mistakes in translation practives by students: A case study in Felte, ULIS, VNU / Nguyễn Hải Hà.
// Ngôn ngữ và đời sống. 2015, Số 7 (237). 2015tr. 53-58 The study aims at detecting and classifying the most common errors in third-year student’s translation at the Faculty of English language teacher education, Unversity of Languages and International studies, Vietnam National University Ha Noi. On the base of translation tasks by 25 students, the study has reached a conclusion of three error groups including: linguistic errors, comprehension errors and translation errors. Also, some pedagoical implications have been proposed for translation teachers to apply in their classes so as to minimize student’s erros during translation practice.
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Các lỗi thường gặp trong bài dịch của sinh viên: Nghiên cứu trường hợp tại khoa sư phạm tiếng Anh, đại học Ngoại ngữ, đại học Quốc gia Hà Nội.) = Common mistakes in translation practices by students: a case study in Felte, Ulis, Vnu / .Nguyễn Hải Hà, Chu, Thị Huyền Mi, Trần, Thị Bích Ngọc.
// Ngôn ngữ và đời sống 2015, Số 7 (237). 2015.tr. 53- 58. The study aims at detecting and classfying the most common errors in third-year students’ translation at the Faculy of English language teacher education, University of Language and International studies, Vietnam National University Hanoi. On the base of translation tasks by 25 students, the study has reached a conclusion of three error groups incliding: linguistic errors, comprehension errors and translation errors. Also, some pedagogical implications have been proposed for translation teachers to apply in their classes so as to minumize students’errors during translation practice.
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Own-language use in teaching English to preschool children / Paweł Scheffler, Anna Domińska.
// ELT Journal 2018, Volume 72, No.4 2018.p. 374–383. This study investigated own-language use in teaching English as a foreign language to preschool children. Interviews were conducted with 20 teachers involved in preschool English instruction in a large city in Poland. Using thematic analysis, the study identified three major themes in relation to teachers’ own-language use: the children’s well-being, classroom management, and teaching the language. The same themes were identified in the case of the children’s parents, who were sometimes present in the classroom. The teachers’ descriptions of classroom interaction also revealed four functions that learners sometimes used their own language for: learning the language, managing the behaviour of others, and expressing physical needs and emotions. The main conclusions stemming from the teachers’ accounts are that the learners’ own language plays an important role in English instruction for preschool children and that decisions about its use are motivated by both linguistic and non-linguistic factors.
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