The construction of algorithms to present grammatical rules is advocated on the basis of clarity and ease of memorization. Algorithmic procedure is demonstrated for the introduction of subordinate clauses by conjunctions in German, and the formation of plural nouns in English. (AF)

States that the building of English vocabulary is the most important contribution foreign language study can make to an education. (CK)

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)

It is argued that contrastive linguistics cannot necessarily be used to simplify teaching of a foreign language by leaving out areas in which the mother tongue and target language are similar. Possessional adjectives in English and German are discussed in support of this argument. (RM)

An experiment in which prepositions are analyzed on a formal basis is reported. Results of the experiment are discussed. (RM)

Four distinct cases of the Russian imperfective-completive are examined, focusing on typical non-negated past-tense uses. One suggestion for improving the teaching of aspect is to draw simple parallels between English and Russian verb systems, both of which consist of the three aspectualities "completive,""habitual," and…

The property that determines which present infinitives can occur with subjectively used modals in German is identified. It is suggested that students be told to use modals subjectively with present infinitives only if the corresponding English sentence does not require the main verb to be progressive. (SW)

This article provides the results of an investigation of the system of pronunciation faults of English speakers learning French, and describes means of correction based on the verbo-tonal system. (Text is in French.) (CLK)

Compares consonant mutations in English and Russian, and proposes a method for teaching these mutations to students of Russian as a second language. (CHK)

Discusses problems Australian students face in learning to speak Spanish and recommends a detailed study of the varieties of languages taught in Australia. (SW)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

This article discusses the difference between French and English constructions of motion and change of place, by contrasting French and English examples of such constructions. (CLK)

It is asserted that certain points in Russian grammar can be adequately explained only with reference to sentence stress. Areas which lend themselves to explanation in terms of sentence stress are suggested, and directions given for developing drills. (Author/RM)