Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Illustrates opportunities to improve students' English in the course of teaching elementary and intermediate German. Four examples are presented: lie vs lay, who(ever) vs whom(ever), reflexive vs intensives, and plural formation. (EJS)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

Presents a learning transfer principle, based on transfer theory and contrastive analysis, as a solution to the inductive-deductive controversy in second language teaching methodology. (AM)

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

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

Discusses a method that enables students of English to classify and organize their lexical capital by using triangles to diagram sentences. How to inscribe a sentence in a triangle is explained and illustrated. (CFM)

The article offers sample exercises which use dictation for the improvement of pronunciation, number recognition, grammar, vocabulary, and comprehension. Suggestions for giving the dictation and for correcting dictation scripts are also made. (DB)

A preliminary set of principles of judging the pedagogical utility of proposed grammar rules is offered. The goal is the inclusion in teaching materials of only those rules which are linguistically accurate, pedagogically sound, and relevant to specified instructional objectives. (Author)

Discusses the teaching of derivatives of irregular Spanish verbs in order to reinforce irregular patterns and increase the students' active vocabularies. (NCR)

Various games are described for the teaching of English to adults. The focus of the language and learning games described is on samples of language constructions as for example "may have + infinitive" or the question pattern with "do/does". (IFS/WGA)

Advocates the use of good teaching practices in Russian language teaching. Specific recommendations are made regarding class preparation, motivation, and pattern drills. Attention is called to bad practices that are to be avoided. (AM)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)