Examines syntactic difficulties encountered by the student of French in expressions requiring the use of the relative pronouns "qui" and "que". (RL)

Discusses, using German and Italian as an example, sentences containing the indefinite agent (German "man") and reflexive and passive constructions, showing contrasts between equivalent structures in the two languages. (IFS/WGA)

The rules usually taught for german word order and order of sentence elements are seen as inaccurate. A numerical system is proposed which takes from the Duden grammar the three-field system, using the predicate segments as an orientation point. (IFS/WGA)

Second part of a continuing series on aspects of grammar in second-language learning. (DS)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

Sentences in a high school French I textbook were examined to determine the extent to which the writers controlled French syntactic surface structures in terms of their differences with English equivalents. Results show students were exposed to L1-L2 syntactic differences without explanation, and such sentences could cause future difficulties.…

A two-dimensional system used by speakers of Spanish to make imperative utterances is outlined. The system consists of the basic verb forms that make up the nuclei of such utterances and oblique marker usage, which consists for the most part of syntactic modification of base forms. (Author/HP)

An analysis is given of certain clitic pronouns that are the source of confusion in the classroom and for which fully satisfying explanations are not to be found in traditional grammars and contemporary studies. (Author/HP)

The continuation of articles on the passive voice appearing in the "Grammaire vivante" section of the periodical. The production of the passive sentence is considered under two headings: the simple verb and the complex verbal group. (Text is in French.) (AMH)

Describes, adducting many examples, the external relative clause, discussing it from the pedagogical standpoint. This type of clause, belonging to normal speech, and not being merely a stylistic matter, belongs in the basic course. (Text is in German.) (IFS/WGA)

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)

Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

There is evidence that the ability to produce syntactically complex structures in a foreign language can be accelerated through a different strategy for teaching writing. A writing strategy is outlined which introduces the student gradually and in a very structured way to the concept of sentence-combining. (CHK)