This paper deals with the domination of communicative language teaching (CLT) which has become popular in teaching foreign languages. However, the application of CLT has caused difficulties for students, teachers and administrators. Within the scope of this paper, only teachers are mentioned so that we can see a part of teaching issues when CLT is introduced. The paper also suggests more research should be conducted based upon the factors of students and administrators in order that we can take proper steps in language training in the country.
In this work, we tackle the task of machine translation (MT) without parallel training data. We frame the MT problem as a decipherment task, treating the foreign text as a cipher for English and present novel methods for training translation models from nonparallel text.
The recent approach to language teaching and learning has been focusing on communication as getting things done in the utilitarian sense. However, the core of communication, if it wishes to mean anything significant to the world at all, should be self-expression. The ultimate aim of foreign language teaching, therefore, should be to create individual learners who have their own foreign language personalities and know how to express themselves in the target language.
In this paper we show how to train statistical machine translation systems on reallife tasks using only non-parallel monolingual data from two languages. We present a modiﬁcation of the method shown in (Ravi and Knight, 2011) that is scalable to vocabulary sizes of several thousand words. On the task shown in (Ravi and Knight, 2011) we obtain better results with only 5% of the computational effort when running our method with an n-gram language model.
a test specifically designed for health professionals and which focuses
on the communicative tasks facing health professionals in their workplace; or (2) the general training module of IELTS (International English Language Testing System),
Automated R e a s o n i n g techniques applied to the p r o b l e m of natural language correctness allow the d e s i g n of flexible training aids for the t e a c h i n g of foreign languages. The approach involves important advantages for both the student and the teacher by d e t e c t i n g possible errors and pointing out their reasons. Explanations may be given on four d i s t i n c t levels, thus offering differently instructive error messages according to the needs of the student.
A series of 15 DAYS' PRACTICE FOR IELTS guidebook designed by IELTS gurus who have written and taught IELTS courses since this kind of test came into being are regarded as indispensable materials on your path to success.
In this series, the speaking and writting materials are edited by Sheila Crowe, an Irish expert to whom we would like to show our appreciation and thanks.
One of the best and probably the most popular CAE-coursebook that combines systematic training in exam techniques and thorough development of advanced level language skills. A comprehensive training and preparation for the CAE exam.
Expert exam training develops sound strategies for tackling each task type. Genuine exam practice thoroughly prepares students and builds up their confidence.
A Student Grammar of Spanish is a concise introduction to Spanish grammar, designed for English-speaking undergraduates. Assuming no prior knowledge of grammatical terminology, it explains each aspect of Spanish grammar in clear and simple terms, provides a wealth of glossed examples to illustrate them, and helps students to put their learning into practice through a range of fun and engaging exercises. Clearly organized into thirty units, each covering a different aspect of the grammar, the book functions both as an essential reference guide and as a comprehensive workbook.
New Headway Upper-Intermediate Pronunciation Course is a practical and imaginative addition to the New Headway English Course. Its aim is to help students to express themselves both clearly and confidently, by training them in the key areas of pronunciation, in particulary the production of individual sounds, word and sentence stress and intonation.
Although listening has played a crucial role in foreign language learning, it has often
been neglected by instructors (Osada, 2004). Nevertheless, listening examination has
been included in most English proficiency examinations, such as TOFEL, TOEIC and
GEPT, which implies the importance of listening. Listening comprehension is a
difficult task for foreign language learners to master due to the interference of first
language and the limitation of listening...
In a CALL-environment (Computerassisted language learning) programs should ideally allow the learner to train his/her communicative competence, which is one of the main goals of foreign language teaching nowadays. This can be reached by allowing learners to use and train their knowledge of a foreign language in realistic dialogue-style exercises. All levels of linguistic and communicational analysis have to be considered to realize such a system. In this paper I will concentrate on the dialogue component of the concept, which relies on two main knowledge sources. ...
Finally, a brief word about the team of writers is in order. Although we very much
opted for a division of labour approach to the writing of this book, it has been no less
of a team effort. The text was written by Mark Newson and the exercises prepared by
Hordós Marianna, Szécsényi Krisztina, Pap Dániel, Tóth Gabriella and Vincze
Veronika. Szécsényi Krisztina prepared the glossary. Most of the editing was carried
out by Hordós Marianna, Nádasdi Péter, Szécsényi Krisztina and ...
"The book is designed for the students of the senior courses of the Univer-sity faculties of foreign languages and Teachers´´ Training Colleges. The aim of the book is therefore to lead the students to a scientific understanding of new assumptions and views of language as system, keeping abreast of the latest findings set forth in the progressive development of grammatical theory by Soviet and foreign scholars in recent times."
Teaching English through English is a practical training course for teachers or intending teaching English as a second or foreign language. It is designed to give them practice effective use of classroom English and to extend their language teaching skills and techniques, with the aim of helping their students learn to сcommunicate successfully in English. It can be used on teacher training courses and as a reference book for teachers to use on their own. It is suitable for both native and non-native speaker teacher....
MINISTRY OF EDUCATION AND TRAINING
SAI GON UNIVERSITY
THE FOREIGN LANGUAGES DEPARTMENT
FOR THE FIRST- YEAR
NON- ENGHLISH MAJOR STUDENTS
1. Subject Pronouns
Exercise 1: Complete the sentences with correct subject pronouns.
1. This is Manuel. He ______’s from Spain.
2. Mike and Rosie are from England. ______’re America.
3. This is paula. ______’s from Italy.
4. Ivan and I are from Moscow. ______’re Italy
5. I have two brothers and a sister. ______’re students....
A DISSCUSSION ON THE RUSSIAN TESTING STANDARD SYSTEM FOR SPEAKERS OF RUSSIAN AS A FOREIGN LANGUAGE AND THE APPLICATION OF THIS SYSTEM TO TRAINING RUSSIAN UNDERGRADUATES AT CFL’S
Xác định các cấp độ năng lực sử dụng tiếng Nga như một ngoại ngữ và xây dựng hệ thống bài kiểm tra đánh giá tương ứng là một trong những nhiệm vụ cấp bách của lý luận cũng như thực tiễn giảng dạy tiếng Nga hiện nay.
The development of these skills is not a simple task, and can only be achieved after some
years of experience in multicultural teams. To reduce the time to master these skills, and improve
the likelihood of success in a first global project, you can attend “soft-skills” training sessions and
request coaching from more experienced global project managers.