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Zinaida RADU, dr. Responsabilitatea cu privire la corectitudinea şi obiectivitatea ştiinţifică aparţine fiecărui autor. Materialele Seminarului metodologic "Interconexiunea paradigmelor didactice şi metodologice în predarea limbilor străine", din 23 ian.

Chişinău : ULIM, p.

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Acta didactica, ISBN. Liberă Intern.

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Filologice şi Interculturale [et al. Texte: lb. Zusammensetzungen im Deutschunterricht.

Teaching English: Methods and Approaches. Peculiarities of Teaching for Exams.

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Methodes d enseignement du francais langue etrangere a l aide du texte ecrit: la comprehention ecrite. Challenges in Teaching Grammar: Ambiguous Connectors. Techniques and Principles in Language Teaching. Communicative Activities.

Modern Trends in Teaching English: Projects. Învăţarea unei limbi străine înseamnă pentru individ, dincolo de avantajul concret de a răspunde unor cerinţe ale pieţii muncii, facilitarea dezvoltării propriilor capacităţi de învăţare, a îmbunătăţirii competenţelor gnoseologice și praxiologice şi a abilităţilor de comu-nicare.

În contextul actual al globalizării, mobilităţii şi migraţiei, cunoaşterea imbilor străine poate oferi noi soluţii pentru cetăţeni şi societate. Într-o Europă multilingvă, predarea şi învăţarea limbilor străine re-prezintă o prioritate absolută, un factor strategic pentru dezvoltarea unei Europe bazate pe cunoaştere în secolul XXI. Însușirea limbilor străine deschide calea spre noi oportunităţi, deoarece cunoaşterea unei sau mai multor limbi contribuie la lărgirea orizontului civilizațional și societal.

Limba contituie accesul privilegiat la orice cultură. Niciodată exhaustivă sau perfectă, traducerea nu poate înlocui apelul direct la formele de expresie ale limbii sursa.

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Fiind purtatoare a unei culturi, limba oferă acces la diverse viziuni asupra lumii. Întelegerea între doi vorbitori de limbi diferite va fi întotdeauna mai bună, atât în plan informațional, cât şi în plan emo-ţional, dacă în loc să se recurgă la o a treia limbă, fiecare dintre ei va folosi limba celuilalt. Adevarata intercomprehensiune nu poate să se bazeze decât pe punerea în comun a limbilor cu o tradiție culturală.

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The authors point out grammar-translation method, especially, teaching and learning word classes and word orders using for overcoming some problems in translation. Keywords: target language, original, mother tongue, language barrier, types of translation, language knowledge Many kinds of teaching methods are used by English teachers who teach English as a foreign language.

Especially, translation method is widely used in English classrooms in Mongolian universities depending on language level of students and course features. It is said that translation method is one of the outdated methods but it has been used still now.

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Through using the translation method students can obtain knowledge deeply on certain topics and learn some ways of translation from English into Mongolian mother tongue or from Mongolian into English. Results of this method, students can translate professional texts for their research work, course work or graduate work to get more information so that it is important to boost students language knowledge.

It s obvious, both teachers and students face some troubles in translation. For teachers, it is impossible all students can do translations correctly. For Mongolian students, students have language barriers.

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Once there are many different languages in the world so translation is needed as usual. Therefore translation method was used in the past, is being used today and will be used in the future. Translations used in English classrooms Translation is the communication of the meaning of a sourcelanguage text by means of an equivalent target-language text. A "backtranslation" is a translation of a translated text back into the language of the original text, made without reference to the original text [1, online].

There are eight types of translation: Word-for-word translation; 7 8 Literal translation; Faithful translation; Semantic translation; Adaptive translation; Free translation; Idiomatic translation; Communicative translation [4, online].

We would like to mention what types of translation are mostly used in our English classrooms. Word-for-word translation is commonly applied in all of our English classrooms because in this translation, word order is preserved and the words are translated by their most common meanings. Cultural words are translated literally.

The main use if this method is to construe a difficult text as pre-translation process.

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Teachers can check their students understandings the word meanings. For literal translation, grammatical constructions are converted to their nearest target language equivalents but lexical items are translated out of context.

As pre-translation process, it indicates problems to be solved. We mainly use this translation method in English for Science and Technology and English for Special Purposes classrooms because students read simplified scientific texts including some special terms.

Faithful translation attempts to reproduce the precise contextual meaning of the original within the constraints of the target language grammatical structures. It is dogmatic. When students translate some texts relating to their professions, they use the faithful translation.

We usually give this kind of tasks venten eco slim en tunisie homework and assignment work because it requires much time for completing the task. Students can do the adaptive translation in groups because it is the most flexible in other translations so students can expand ideas of the sentences.

Reasons for using Translations in the English classrooms. Without translation, English cannot be taught for students who learn English as a foreign language because of their language barriers. Our university students English language levels are very low that is the reason why translation has been used in the English classrooms.

The following table shows the students English language levels See table 1. English is not required to take as an entrance exam for engineering students. They 8 9 must take Mathematics.

This is one of the venten eco slim en tunisie why most students have poor English knowledge.

According to the university policy, freshmen, who cannot get more scores from English of the Entrance Exams or If students don t pass English when entering university.