Discusses semantic differences in the use of "simple" and "continuous" forms of the verb in English. Also discussed are variations found in the various temporal levels: present, future, perfect, and past, as well as in combinations with the modals "may" and "must,""could" and "might," and…

Defines language awareness, examines shifts in meaning which words undergo, and discusses how this topic can be applied in education. (DD)

Discusses the importance of the nonverbal component in second language learning, and describes research on the role of kinesics in language. (AM)

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

The teacher of English to non-native speakers needs information not available in a descriptive English grammar. This article examines the teacher's grammatical needs with reference to article usage in English and proposes an outline of one section of such a teaching grammar. Items discussed are "a,""the,""-s" and "some." (CHK)

A notional syllabus places the greatest emphasis on the use of the language, unlike most foreign language syllabuses, which emphasize its structural form. Each entry defines a type of purposeful communication. When the student has mastered the syllabus, he has thus acquired a communicative competence. (CFM)

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)

Describes five techniques to be used in the evaluation of writing and as exercises in foreign language teaching: the so-called free response to problems presented, fill-in blanks, construction form, alternative form, and association form. (IFS/WGA)

Discusses the language laboratory as a means of developing practical abilities in a foreign language. Two topics are treated specifically: (1) the laboratory from a technical and theoretical perspective, and (2) an analysis of the language skills most effectively trained through use of the language laboratory. (AMH)

The following error made by Sudanese students in their written English is discussed: giving the direct translation of relative pronoun plus personal pronoun from the Arabic pattern instead of the relative pronoun. The structure of the relative clause in English and Arabic is also compared. (SW)

Proposes establishment of sixth-form commercial language courses. Level, course length, syllabus, examination, languages proposed (French and German), and teacher motivation are discussed. (CHK)

This is account of a foreign language curriculum developed by the Norwalk Public School System in Connecticut. It emphasizes bilingual interchanges between students of various ethnic backgrounds and a classroom setting that uses tape equipment to personalize basic linguistic concepts. (Editor/RK)

The value of the language laboratory of self-instruction is stressed. Methods of using multi-phase drills are given, proceeding from cue repetition to open-ended situations. The presentation of prose texts in the laboratory is examined. (Author/JB)

Outlines a second language program that, over a period of three years, exposes the student to three languages and several teachers and stresses communicative competence. (AM)