On Reading Original Texts in Greek and Latin at School
DOI:
https://doi.org/10.4312/keria.23.2.101-133Keywords:
teaching classical languages, reading Latin, translating Latin, literature didactics, reading comprehension, reading strategiesAbstract
The article provides a synkrisis of the two approaches used by teachers of the Classical languages in order to help their students with the reading comprehension of original texts in Latin and Classical Greek. The first approach consists of translating texts on the basis of syntactic priority and is traditionally used in Slovene schools; the other seems to be connected to alternative methods of teaching the Classical languages (e. g. the reading approach, popular particularly in the Anglo-Saxon world) and comprises the linear reading technique. By confronting the two techniques, I touch upon some fundamental issues related to the teaching of Classical languages (teaching objectives, the relation between translating and reading comprehension, specifics of reading original texts in the Classical languages). I also offer examples of exercises and strategies that could help teachers foster reading comprehension and sensitise students to Latin and Greek literary texts.
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