Paper supported in part by a Peace Corps contract to the Language Research Foundation, Cambridge, Massachusetts. (VM)

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

This article discusses the now established" fact that one aspect of language development in native English speakers is the increasing ability to embed larger and larger numbers of sentence consituents and considers its implications for second language acquisition. (FB)

English modal verbs constitute a problem for the student of English as a foreign language. This study presents a methodology for a systematic presentation of the meaning of modal verbs. The modals "can,""may,""must," and "have to" are studied. (SW)

The modal system in English is unique among verbs and constitutes a considerable learning burden for ESL learners. Problems may be reduced by careful delineation of semantic functions for individual modals and understanding of semantic coverage of perfect constructions compared to simple forms. Instruction of modal perfects is discussed. (CHK)

This article discusses the nature of translation as a linguistic phenomenon, and the pros and cons of its application to second language instruction. (CLK)

This article presents and discusses some exercises designed to help the second language learner develop both receptive and productive sociolinguistic competence. (Author)

The teaching of pronunciation generally consists of selecting, presenting, drilling and correcting the sounds of the target language. The learning of pronunciation involves neuromuscular and some cognitive ability, but it also has affective and social components, which carry important implications for the role of the teacher. (Author)

Discusses two experiments designed to test the following hypothesis: translation which proceeds from surface structure to surface structure causes greater interference than delayed interpretation across languages that stores the ideas in deep memory and expresses them later in the target language. (Author/CFM)

This article discusses how a language laboratory can be used effectively in an English as a second language/English as a foreign language program. The lab should be used primarily for listening comprehension, not for drill and repetition. (CFM)

Evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence. Data is presented that suggests that the classroom can be used simultaneously as a formal and informal linguistic…

A remedial approach involving review, contrast, and re-review for remedying second language learners' errors is suggested. (RM)

The initial stage of second language learning usually aims to develop the ability to converse. This conversational ability is, however, rarely the ultimate object of second language instruction. The student may want access to the literature of the culture of the second language, or to get an education in it. For these reasons, interest shifts…