Discusses the semantic functions of the English future formations: "will/shall,""to be going to," and the present tense. Points out that these all have modal as well as temporal significance, making the traditional teaching of the English future imprecise and misleading. (IFS/WGA)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

A high school English teacher explains the use of a programed text in Latin to enable students in her gifted classes to unlock the meaning of many English words through a knowledge of their Latin origins. (PHR)

This article discusses some of the recurrent syntactic problems that the foreign learner of English faces when using the English verb-particle construction and attempts to show how a pedagogic dictionary could help the learner to cope with these problems. (Author/CFM)

This paper discusses how two contrasting models of language relate respectively to a structural and a functional view of language teaching. The implications for syllabus design are considered when the emphasis shifts from the formal aspects of language structure to a consideration of how language functions in the social context. (CFM)

Discusses exercises in foreign language teaching in which the learner can, from experience in his own language, conjecture the meaning of foreign words from the context. Shows, with examples, how such exercises can be created using nonsense words. (IFS/WGA)

Examines the role of redundancy, as a universal linguistic feature, in language learning and teaching. (Author/AM)

The article presents a rationale for the application of a stage process model to provide speech clinicians with guidelines, based on complexity, for the content and sequencing of communicative behaviors to be used in planning remedial programs for children with language disorders. (Author/DLS)