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)

Reports on an experiment in native speaker judgement of acceptability, designed to test the acceptability of variations on the time-manner-place order in German adverbs. Implications for teaching German are drawn. (AM)

Discusses appositions in Spanish and states that there is no general rule to follow to determine the plurals. (NCR)

It is contended that there are such things as discourse blocs, and that they are composed of discourse units glued together into a contextuated whole by bloc signals. There are three kinds of structures with which it is necessary to deal in order to discuss coherent discourse: the discourse bloc, the discourse unit, and the bloc signal.…

This concluding article in a series concerning the use of the comma in Spanish gives specific examples of its use from Spanish literature. Concluding remarks outline the major purposes of the comma. (NCR)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Reviews some aspects of word formation in foreign language teaching that are receiving attention in current discussions. (IFS/WGA)

Compares the error-grading system of Zydatiss (in 'Linguistik und Didaktik', No. 24, 1975) with examples from the "Natural L2 (Second Language) Acquisition" project, and raises the question of how far it is possible for a teacher to utilize the approach of a self-guided language-learning process. (IFS/WGA)

The methodology used to determine readability of English texts (cloze procedure and word lists) is not applicable to foreign-language material. Linguistic variables are proposed as the basis for readability formulas. Contrastive and error analysis are possible strategies. (JB)

Traces the history of linguistic theory as it has affected the field of second language instruction. (AM)

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)

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

Presents a method for classifying errors of second language learners for the purpose of: (1) evaluating information in samples of students' communication, (2) diagnosing individual learner needs, (3) developing individualized instructional materials, and (4) deciding which errors to correct first. Suggests applications of the method in…