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The present study analyzed collocations in a series of six English textbooks, used in public secondary schools in Mongolia from 5th -10th grades, addressing the distribution of total collocations, their repetition, and proportion of congruent and noncongruent collocations within and across the textbooks. Analysis of 335 different types of verb-noun collocations found in the textbook corpus of 35,685 running words showed (1) a fairly consistent increase in number of different types of collocations across the six textbooks, with an introduction of 60-70% of new collocations at different grades, (2) an insufficient repetition of collocations within and across the textbooks, with 85-90% of collocations occurred only one-to-two times in each textbook and 70% of all collocations occurred only once in one of the six textbooks, and (3) a 6:1 ratio of congruent and noncongruent collocations across the textbooks, suggesting that the collocations in the textbooks might be relatively simple to be learned implicitly from the readings and produced if the students know the meaning of the constituents. Implications for learning/teaching collocations and materials designing are discussed.
Teaching and learning are an educational setting environment of instructors who provide content, objectives, and goals; learners who receiving knowledge, performance, and produce outcomes. To conduct successful learning a teacher should be an active learner and be a facilitator and motivator to let the learning to happen in his or her classroom and make the students and active learners. To teach learning, English teachers should start with the SOW and objectives.
In this article, we first discuss the importance and impact of mother tongue use in English language teaching and whether the constant application of the students' language of origin by teachers in classrooms affects students' learning ability negatively. Then we talk about differing views on the topic, as well as our assumption that why overuse of a mother tongue in TEFL classrooms is unfit and ineffective. Thirdly, we investigate the differences in learner performance and student satisfaction between Class A and Class B students with the experiment conducted teaching English grammar by applying two different approaches. Finally, we try to analyze the findings from our experiment and suggest that minimal use of the mother tongue by a teacher in the English classroom may bring the best learning outcome with the student motivation at its best.
The issue of adaptation lies on the intersection of Translation Studies and Adaptation Studies. In the framework of audiovisual translation, adaptation is used in film dubbing in accordance with the development in Translation Studies. Adapting translation for dubbing refers not only to linguistics but also to cultures. Looking back at the historical background, audiovisual translation and adaptation have been interdependent. As Diaz Cintaz describes, dubbing is oriented at the target audience that makes the translator adapt the source text which in the end has to meet the standards existing in the target language or culture. Moreover, AVT has specific characteristics which require special steps of its performance and translation strategies which can be applied. Domestication and foreignization are two micro strategies of adaptation that are used to solve a particular problem in translating the original text. Domestication is a translation strategy that consists in smooth, idiomatic and transparent conveying that eliminates all foreign characteristics of the original and adapts it to the needs and values of a target culture. Foreignization is a translation strategy which is characterized by underlining and highlighting foreign identity of the text which removes the target culture to the background. (Venuti, 1995) In this paper, I aim to study how adaptation proceeds in dubbing of a Russian film into Mongolian and analyze the domestication issues of Russian film “Office romance”
In this article we firstly discuss about the differentiated instruction theory and its benefits in teaching and learning processes. Then we talk about teachers’ role and their initiative in the differentiated instruction. Thirdly we investigate the secondary school English language teaching staff for their understanding about the differentiated instruction and application practices of the theory in their classes and try to answer the question regarding the availability and necessity of the differentiated instruction in the typical English classroom at Mongolian secondary schools.
Abstract The concept of intralingual translation has been used since the inception of Translation Studies. As Roman Jakobson describes, intralingual translation “is an interpretation of verbal signs by means of other signs of the same language,” sometimes called “rewording” or “paraphrasing.” In other words, intralingual translation involves adapting a text to a new purpose in the same language.Intralingual translation involves a form of simplification – a change made to the source text. The purpose of simplification, the microstrategies are applied in intralingual translation such as reduction, omission, restructuring and so on. Many books that were originally intended for adults are now commonly thought of as works for children, such as Mark Twain’s The Prince and The Pauper or Huckleberry Finn. My source text (ST) is original novel by Mark Twain and target text(TT) is the retold version by Kathleen Omstead (2007). This paper aims to compare the difference between the original novel and its retold version, and then find out how simplifications are used in intralingual translation process. In this study, qualitative method is used to find the data from the ST and compare it to TT.
