Abstract
This paper addresses the challenges tertiary-level students encounter in translating true and false pairs in Business English. A one-group pretest-posttest experiment was conducted to investigate the impact of explicit teaching methods. The pretest revealed significant difficulties in translating both true and false pairs. Explicit instruction led to a reduction in errors, indicating the efficacy of targeted teaching methods. Error analysis and classroom discussions revealed that the Content and Language Integrated Learning (CLIL) approach and the use of the mother tongue are efficient as many students were unfamiliar with terminology and economic concepts in Serbian and that anglicisms, polysemy and synonymy complicate learning, so cognates should be introduced gradually.
Published Version
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