Attempts to show that there is no real difference between explicit grammar (structural grammar) and implicit grammar, and that learning a second language's description does not coincide with learning that language. (Text is in French.) (AM)

Discusses four problems common to English as a second language students: (1) the use of "they" as a sex-neutral, third person singular pronoun; (2) the use of "I wish"; (3) how stress affects meaning; and (4)word pairs ending in "ate," in which the noun and verb have different pronunciations. (EKN)

Reviews the main issues involved in foreign language teaching methodologies. Particularly discusses how the learner may be affected by the metalanguage used in instruction, when it is composed of traditional grammar terminology or modern linguistic terminology or when none is used. (Text is in French.) (TL)

This paper argues that second language instruction that aims to foster speaking skills and natural spoken interaction should be based upon the grammar of the spoken language, and not on grammars that reflect written norms. Using evidence from a corpus of conversational English, this examination focuses on how four grammatical features that occur…

This paper presents a survey of the development of linguistics and the influence of linguistics on second language learning. Emphasis is given to the era beginning with language instruction during World War II to the present day. The influence of structural linguistics is described. The resulting audiolingual approach is also considered and…

This article reviews the historical development of applied linguistics in foreign language instruction. Five major principles influencing early applied linguistic theory are summarized, emphasizing the oral nature of language. Central to the article are discussions of: (1) prescriptive or normative grammar, (2) transformational grammar, (3)…