The concept of French verb tense as related to the passage of time and the completeness of an action or process is discussed. It is proposed that this concept of inchoativeness be applied in second-language instruction as an aid to students in choosing verb tenses. (MSE)

Discusses how a Vygotskian psycholinguistic approach can be applied to grammar instruction in French as a foreign language. (Author/VWL)

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

Statistics on errors in written French by students in first- and second-year language courses. (DD)

Presents a psycholinguistically motivated type of grammar instruction called processing instruction to show how learners can be pushed to make form-meaning connections as they attempt to process three grammatical structures in French: obligatory use of "de/d'' with a negative after "avoir"; French subjunctive; and French causative. (Author/VWL)

This study briefly outlines research into some linguistic notions about gender, and then examines and categorizes some approaches to the introduction of gender in a number of American beginning French textbooks intended for use in high schools. (TFP)

Argues that the Guided Induction presentation is superior to a deductive one for the teaching of certain grammatical structures to beginning foreign language students. A study is presented that compared both approaches when applied to the learning of French grammatical structures by beginning level U.S. college students. (25 references) (GLR)

Presents a set of rules for learning grammatical gender in French. (AM)

This article proposes the use of literary texts as a means of teaching French grammar, and to help remedy problems encountered in learning, particularly by intermediate-level students. (Text is in French.) (CLK)

Reports on a study designed to investigate the results of intensive sentence-combining practice on the written and oral syntactic fluency of college students of French. (AM)

Compares the efficacy of modelling versus feedback in second language instruction. Findings reveal that the feedback condition was clearly superior to the modelling condition in teaching and reviewing grammatical structures. (CB)

Discusses a French course designed to help students learn the dynamics of good writing and become sensitive to style. The approach to teaching writing relies on in-class editing of compositions that students produce on a weekly basis. (NCR)

An inductive and interactive classroom technique to help advanced French language students reformulate simplified schemata into more useful insights into French grammar is described. It is proposed that, by developing the ability to revise continually structural hypotheses, students can expand syntactic repertories and improve long-term language…