Provides the English-speaking student with a model of aspect use in the imperative in Russian. Examples are given in Russian without English translations. The perfective imperative is modally neutral, and the imperfected is modally marked. (Author/LMO)

This research investigated the possibility that there exists in Russian, as in other languages, a certain order of acquisition of grammatical morphemes that is relatively stable across individuals and which is immune to methods of instruction, textbooks, teachers, and other circumstances surrounding the learning of Russian. (Author)

Reports on an experiment conducted to determine that recognizability of loanwords in Russian by English-speaking college students and whether there is any correlation between recognition skill and the students' level of language study. Concludes that loanwards are not readily recognizable at any level and that the overall skill in recognition does…

Reasons that students have trouble developing their reading skills in Russian include: (1) reading comprehension is regarded as unimportant; (2) teachers discourage the surmising of meaning; and, (3) it is difficult to remember Russian words unless their elements (roots, prefixes, and suffixes) are recognized. (SED)

Discusses general strategies and specific devices to motivate intermediate and advanced students to use the language laboratory frequently and efficiently. Suggests types of materials most effective for language laboratory use. (PMJ)

Recommends a method of teaching Russian vocabulary that focuses on new words in context and on their structure: root, prefix, suffix, sound changes, and borrowings. Sources for teachers are given in the bibliography. (LMO)

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)