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)

Presents a German test for English students. Errors in the placing of "nicht" are examined and categorized. Criticism of the objectivity of the findings are examined. The tests are seen as a measure of oral skills. Study is recommended of how to present most economically the various items. (IFS/WGA)

American and Canadian research is reviewed concerning the language needs of native primary students entering English schools from homes where a language other than English is spoken, and a study is reported that contrasted the language performance of children entering school from homes where only English is spoken and from homes where a language…

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

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)

Describes a method used to identify and correct errors made by French Canadian learners of English, studying at a total-immersion summer program. (AM)

After finding that the English Pronunciation course required at Regensburg University reduced errors by only 14 percent, a course was developed in recognizing errors (one's own and others'), with emphasis on vowel reduction, speech rhythm, elementary intonation and liaison. As a result, errors were reduced by 67 percent. (IFS/WGA)

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)

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)

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)

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)

Answering the question "How does pragmadidactics compare with traditional teaching?," the article discusses the "success criterion," i.e., judging successful communication as opposed to language correctness. Considers also the concept of a functional learner's grammar, "idiomatic language," and pragmadidactic…

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)

Proposes a "situation typology" for foreign language teaching, based on social-psychological research. Offers samples of English dialogue. Shows the need for analysis and classification of everyday situations, for use in foreign language teaching. (IFS/WGA)