This study comes out of Trier University where translation is one means by which the students are taught English. The teachers there believe in the value of translation as a means of learning languages. In particular, the type of instruction is referred to as CAT – Contrastive Analysis and Translation. This paper investigates the effect of translation classes on students’ grammatical accuracy.
This paper explores students attempts at Grammatical Metaphor through the use of nominalization. Student errors with nominalization are identified to create a framework of the intermediary stages students pass through as their writing develops.
This study took place in the US against the backdrop of increasing numbers of international students. The concern of the researchers seems to be that international students in US universities might be perceived differently by EAP teachers as compared to their subject teachers (e.g. a Biology lecturer or a History tutor).
This article looks at an approach to providing feedback on students’ written work that is more valuable, can help enhance learner autonomy, and potentially save teachers time and frustration.
Use of L2 for explanation of target vocabulary improves acquisition.
