Language study is classified through a series of definitions of important terms such as dialects, register, speech production, and function words. The content of communications is examined by attributing content to linguistic mediums. An example is presented to illustrate that teaching a language entails more than merely teaching grammar. The…

The author presents a rationale and specific techniques for teaching grammar in the high school. (SJL)

A study of the feminization of personal titles in French is reported, and teaching materials based on the findings are suggested for use in college-level intermediate or advanced language classes. The objective is to help language learners understand the phenomenon of feminization and its practical implications. (Author/MSE)

Traces the reasons for a de-emphasis on grammar instruction in the English curriculum to the social upheavals of the 1960s. Suggests that grammar instruction should be an integral, necessary part of writing instruction. (RL)

The author argues that grammar should not be the central concern of writing instruction. He advocates instruction focused on the "art" of writing, on the development of eloquence and style. (SJL)

Presents conversations and writing from a basic writing night course indicating students' improvement through peer interaction and the infusion of grammar on an as needed basis. (HTH)

A discussion of the term "grammar" in the context of second-language teaching and learning looks at various approaches to/definitions of grammar, including linguistic, psychological, sociological, and pedagogical grammars. Pedagogical grammars are viewed as learning tools for the second-language classroom, and their properties and components are…

Looks at the ways grammar and vocabulary are interconnected and suggests some implications for language teaching. Suggests that language teachers focus on word patterns to encourage four aspects of language learning: understanding, accuracy, fluency, and flexibility. (four references) (Author/CK)

To offset uncertainty about using the language they have to teach, nonnative teachers of English adopt either a deeply pessimistic or an aggressive attitude toward their work. The latter type is more common. These teachers would gain confidence by admitting that they are also students of the language. (Author/MSE)

Argues that teaching about Italian dialects ought to form an integral part of the Italian curriculum and offers ideas on what could be included in such a course. Points out that the study of these dialects can teach students about the history and synchronic structures of standard Italian as well as the role of Italian sociolinguistics as it…

Examines the conflict between students' focus on learning the grammar and vocabulary of a foreign language instead of considering the culture that lies beneath the target language, in this case, Italian. Suggestions are made for overcoming the practical difficulty of imposing a language as a cultural entity upon the students. (25 references) (CK)

Overviews the most recently published or revised version of North American second-year Italian textbooks. Notes that each of the six textbooks reviewed provides sound pedagogical materials designed to enhance instruction. (55 references) (CK)

Discusses the need to polish the foreign language skills of second-language teachers during their professional training. This training should concentrate primarily on the improvement of confidence in spontaneous target language use and grammatical accuracy and should also emphasize pedagogical development and reflection. (one reference) (CK)