Offers a systematic statement of the lexical differences between "noch" and "schon," which should serve teachers better than their intuitive feelings for those words. (IFS/WGA)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

Presents a learning transfer principle, based on transfer theory and contrastive analysis, as a solution to the inductive-deductive controversy in second language teaching methodology. (AM)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Outlines a lesson in a college Spanish class in which the students were shown the close relationship between Spanish and Portuguese. This kind of class not only makes the students more conscious of the relatedness of languages but also can stimulate their interest in studying another language. (CFM)

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)