It is argued that mastery of verbal aspect in Russian calls for the development in the student of a novel pattern of linguistic perception for actions and occurrences. (Author/RM)

Rules for irregular Spanish verbs are presented here in an unusual way as an aid for students and teachers. (CK)

The fifteenth in a series of workbook lessons, this consists of a passage in Spanish concerning the Spanish city of Avila. Following are exercises on vocabulary and passives in English and Spanish to be completed by the student. (Text is in English and Spanish.) (CK)

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)

Examines syntactic and semantic constructions of French verbs denoting and causing emotions; and lists these verbs according to infinitive, "active" adjective, and "passive" adjective. (Text is in French.) (AM)

Discusses the relation between the linguistic and the FL-teaching aspects of grammatical problems, using as an example "parler a quelqu'un" vs. "penser a quelqu'un." Recent attempts by linguists to differentiate between the two verb groups are discussed and suggestions are given for teaching. (Text is in German.) (IFS/WGA)

Discusses two recent Russian books designed to aid students in understanding Russian word compounding. The bulk of the article consists of examples from these books. (Text is in German and Russian.) (FB)

Discusses the importance of an understanding of word compounding for the student of Russian and presents excerpts from a new Russian book which is considered especially helpful for students having difficulties in this area of Russian grammar. (Text is in German and Russian.) (FB)

The English verb is traditionally presented as having so many "tenses" that both students and teachers are confused. No real logic seems to hold the whole thing together, and teachers' explanations are often off the mark. Organizing verb forms in terms of past, present, and future is not only incorrect, but misleading. The linguist…

The traditional approach in teaching the Japanese copula is shown to be linguistically and pedagogically defective. An alternative analysis of -da and -desu and a practical method of presenting them is demonstrated. (HP)

Presents a system for teaching the Italian future tense by tracing its development from the Latin vulgar use of infinitive plus "avere" to indicate futurity. (AM)

Discusses regularities and peculiarities in the use of the modal verbs of obligation "must,""need" and "should," also of the non-modals "have (got) to" and "need to." Agreements and differences in the use of the verbs are shown, with examples. Use of the various tense-forms is discussed. (IFS/WGA)

Asserts that there is no such part of speech in Chinese as the "co-verb" and demonstrates that such forms are simply transitive verbs which, in addition to several other Chinese structures, are used to translate English sentences with prepositional phrases. (FWB)