Translation vs. Oral Practice: The Students' Attitude

Hispania ◽  
1919 ◽  
Vol 2 (5) ◽  
pp. 249
Author(s):  
John M. Hill
Keyword(s):  
Oral Practice

Functional substitution of the middle vowels [e-ɛ] and the wide vowel [e] in the oral practice of the French and Bulgarian languages

Proglas ◽  
2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Veska Kirilova ◽  
◽  
◽  
Keyword(s):  
Oral Practice

The present study examines the manifestation of some functional substitution processes occurring with the French vowels [e], [ɛ] and with the Bulgarian vowel [e] in the oral practice of the French and Bulgarian languages. The aim of the research is not only to describe the observed processes, but also to establish the substitutes of the vowels under discussion, the phonetic factors determining the substitution course and the pronunciation tendency it leads to in both languages

The Art of Teaching A New Department

1936 ◽  
Vol 29 (5) ◽  
pp. 220
Author(s):  
Dorothy F. Briggs
Keyword(s):  
First Year ◽  
Oral Practice ◽  
Art Of Teaching

I have found it helpful, throughout the course in first year-algebra, to ha vc the tudents formulate problems for themselves, especially for oral practice. Early in the course, as we are developing the idea that, in algebra, a letter represen ts a number, the pupils ask such questions as “When n = 3, what is the value of 2n − 1?” or “If 7a=63, what is the value of a?” Often the pupil stating the problem selects the person to answer it. That student, if answering correctly, asks the next question. Care must be taken, however, to see that opportunity for practice is distributed throughout the class and not monopolized by the more aggressive members.

ORAL PRACTICE-ITS PURPOSE, MEANS AND DIFFICULTIES1

1916 ◽  
Vol 1 (3) ◽  
pp. 79-91
Author(s):  
Wm. Addison Hervey
Keyword(s):  
Oral Practice
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