Grammatical description that relates structure to language use can help the EFL teacher in cases where different interpretations of experience are expressed in English and the students' native language by, for example, clauses that are structurally identical. (Author/RM)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Discusses two types of adjectival phrase: (1) the premodifying phrases derived from postmodifying equivalents, and (2) obligatory coordination with and between semantically similar pairs of premodifying adjectives. (Author/CFM)

Discusses the reasons for the occurrence of spelling errors in the writing of a group of Arab learners of English. (Author/HP)

Considers the various usages of 'interesting' in English as a problem confronted by non-native English speakers learning the language. (LG)

Discusses the use of language testing in determining the English structure, vocabulary and usage to be taught to immigrant teachers who want to teach in British schools. (RM)

Temporal and causal uses of "since" are examined. (RM)

Describes English language texts purchased in China in 1975. (CFM)

Discusses the four areas involved in communicative competence (knowledge of mechanical rules, meaningful rules, appropriacy, and nonlinguistic conventions) and to what extent it is possible or desirable to teach communicative competence to nonnative speakers of English. (CFM)

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)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

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)

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)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)