In English there seems to be a large group of so-called reflexive verbs that do not possess any definable reflexive meaning. Grammatical reflexives are distinguishable from semantic reflexives and display considerable variation from one another also. Eight patterns or groupings of verbs are considered. (Author/SW)

Describes a program using translated stories about a familiar folk character, with related exercises, to link comprehension of SE patterns with the principles of selection, presentation, and cohesion in literature. (MSE)

The effectiveness of various transcription systems for teaching English as a foreign language was surveyed in German-speaking universities and colleges in West Germany, German-speaking Switzerland, and Austria. Transcription systems, textbooks in use, and criteria for choice of systems are discussed. (SW)

An experiment was conducted to investigate follow-up procedures for ETV programs. The study was conducted in Glasgow with a series designed to teach English to immigrant children. One group received a linguistically-oriented follow-up; another a situationally-oriented follow-up. The latter group performed better in the evaluation. (RM)

Verb patterns are arranged into the five following groups: Intransitive, intensive, monotransitive, ditransitive, and complex transitive. Each type is explained and illustrated. (CHK)

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)

Discusses some possible phrase-structure patterns for the "for + noun/pronoun" structure, exemplified in "It is easy for you to say that." Only the simple active patterns involving the structure should be taught at the elementary and intermediate levels. Passive and other patterns should be delayed in teaching. (PJM)

It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)

The tasks of the translation teacher--the elicitation of correct translations and the prevention of incorrect translations--are discussed. (Author/HP)

The need for mastery of question forms by the English language learner is discussed. A system of techniques for use with a group of intermediate young adult learners familiar with question patterns but lacking oral practice is suggested. (RM)

Tape-recorded conversations provide a basis for analysis of fixed expressions, cliches, filled pauses and false starts in spontaneous speech. The meaning of these findings for second language learning and instruction is discussed. (CHK)

Effective teaching of a foreign language to people who already have a command of their mother tongue requires surveying the main elements of the second language to determine differences from the first language. Phonological, lexical, and grammatical systems and cultural differences are considered. (SW)