Section 3. Main ideas and supporting details.
1. One wonders how, then, these students have arrived at such a false conclusion.
One reason, of course, maybe that they're science students.
Scientific terms generally possess only one, precisely defined, meaning.
It is, in fact, exactly this quality that makes there words distinctive in English, or indeed in any other language.
Another reason could be the way in which these students were taught in English.
For example, long vocabulary lists are still an important feature in the foreign language learning programmes of many countries.
On one side of the page is the word in English, on the other side, a single word in the student's native language.
2. Practically all the students think that every word in English had an exact translational equivalent in their own language.
Again this is the a gross distortion of the truth.
Sometimes a word in the students' native language may not have an equivalent in English at all, which may have to employ a phrase as a translation.
Sometimes one word in the student's language may be translated by one of two possible words in English.
The difficulty that many students have with the two verbs do and make is an example of this.