Concerns the use of "will-would" after "if." The article gathers together the many scattered individual contributions on the subject, thus enabling the teacher to form a judgment and at the same time providing him with solid support for making corrections. (Text is in German.) (IFS/WGA)

Describes the function of English modal verbs, arranging them in categories: permitting, asking permission, forbidding, commanding, exhorting, requesting, conjecturing, wishing. Various nuances are illustrated with numerous examples. For the clear, unambiguous functioning of each modal verb, an ample context is a prerequisite. (Text is in German.)…

Discusses regularities and peculiarities in the use of the modal verbs of obligation "must,""need" and "should," also of the non-modals "have (got) to" and "need to." Agreements and differences in the use of the verbs are shown, with examples. Use of the various tense-forms is discussed. (IFS/WGA)

Instead of teaching three divisions (when-type clauses, conditional clauses, and wish-clauses), two units may be used (possible situations and contrary-to-fact situations). Suggestions are made for interesting class practice. (MSE)

The use of "some" and "any" does not depend solely on syntactic factors (sentence type), as hitherto taught, but also on the speaker's expectation and other pragmatic elements and on semantic factors not limited to those of quantification. (Text is in German.) (IFS/WGA)

Shows that using the German "tust du malen?" to teach the English construction "do you (paint, etc.)?" is wrong; the construction can also mean "are you painting?" So "tust du --?" fits only those English verbs which never use progressive tense forms. (Text is in German.) (IFS/WGA)

A comprehensive study on error analysis was conducted to categorize problematic areas for French-speaking learners of English. "Faux amis" seemed to have been the cause of about 50 percent of the errors analyzed under lexis. Noun, adjective, and verb errors are illustrated. (SW)

Discusses the difference in meaning and use of "both" and "the two.""Both" applies to related actors, "the two" to independent ones. (Text is in German.) (IFS/WGA)

Observing that foreign learners of English rarely use question tags in normal conversation, whereas native speakers of English make great use of them, the article recommends greater attention to question tags in teaching English as a foreign language. (IFS/WGA)

This article is directed to teachers of English as a second language and suggests sources of dialogues; ways to use dialogues in listening, speaking, reading and writing; using dialogues in personalized instruction and choosing dialogues. Dialogues should be short, natural conversations adapted to individual students. (CHK)

The differences in the meanings of "shall" and "will" are presented, along with examples from various grammars, beginning with the sixteenth century and including contemporary ESL (English as a second language) textbooks. (HP)

Reports on a study of the use of English by students and graduates of German Hauptschulen ("terminal" junior high schools). Examines FL requirements for various occupations. Finds that good students make the most use of their English, but mostly in their personal lives. (Text is in German.) (IFS/WGA)

Based on a paper read at the Third Annual Conference, International Association of Teachers of English as a Foreign Language, in London, England, December 1969. (DS)

Types of answers to "yes/no" questions are categorized according to their use of "yes" or "no," use of verbs in the question, use of additional information, and use of affirmative or negative expressions. EFL textbook exercises seldom correspond to real conversation; suggestions are made for improvements. (CHK)