Discusses the teaching of qualitative and quantitative comparison expressions in French, specifically the various notions and functions that must be taken into consideration and the various pedagogical phases that should be followed. (AM)

Recommends the "distributional" and transformational grammar approach as especially suitable for developing a teaching grammar for dealing with the French simple infinitive and infinitive with "de". (IFS/WGA)

Offers a systematic statement of the lexical differences between "noch" and "schon," which should serve teachers better than their intuitive feelings for those words. (IFS/WGA)

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

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

This article discusses an alternative method of teaching literature in a foreign language class using a humanistic approach. (CFM)

Proposes a method for teaching vocabulary in the second language classroom, which associates one word (an "identification term") with a string of semantically-related synonyms. (AM)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Discusses a "rational concept" of integration of audiovisual teaching aids into the foreign language teaching process that would be based on a positive evaluation of teacher-centered instruction. Offers a model for integration of human and technical media. (IFS/WGA)

Discusses the "francais fondamental" treatment of vocabulary, and proposes modifications for improvement of this tool. (AM)

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

Practical suggestions are given for teaching German students two difficult problems in French grammar, including structuring the material to be learned and acclimating the student to the foreign structure. (IFS/WGA)

Finds three faults, from the teacher's viewpoint, in the phonetic transcription in English textbooks used in German People's Universities: many unfamiliar symbols, many irrelevant distinctions, and failure to mention important variations. Suggests improvements in vowel treatment based on Hornby, "Oxford Progressive English" (London,…

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)

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…