In both linguistics and pedagogy, the question of language norm must be faced. A definition of norm is offered. The place of language norm in foreign language teaching is discussed, specifically in the teaching of French (secondary stage). (Text is in German.) (IFS/WGA)

Our system of teaching language makes most native speakers feel insecure in their own usages. (JH)

Language is not fixed and uniform, but occurs in many variants, social, occupational, etc. These correspond to various roles in society. The learner must be prepared to assume such roles, and must try to achieve practical mastery of the corresponding language variant. (Text is in German.) (IFS/WGA)

Refers to "fine points" of Spanish usage. (SK)

Texts using actual current language are highly motivating, but they demand considerable knowledge of the language. "Authentic" language--regional, technical, or sociologically conditioned--need not be scorned. Even the written style merits attention. (IFS/WGA)

Discusses the difference in meaning and use of "both" and "the two.""Both" applies to related actors, "the two" to independent ones. (Text is in German.) (IFS/WGA)

Special issue devoted to research and the teaching of French in the elementary school. (VM)

Special issue devoted to the topic of standard spoken usage. (VM)

Examines Canadian language usage of both the written and spoken word as revealed in a recent national survey and addresses the implications for language arts teachers. (RB)

Types of answers to "yes/no" questions are categorized according to their use of "yes" or "no," use of verbs in the question, use of additional information, and use of affirmative or negative expressions. EFL textbook exercises seldom correspond to real conversation; suggestions are made for improvements. (CHK)

This article contrasts the prescriptive and descriptive meaning of the word "grammar," with examples drawn from the French verb system. (Text is in French.) (CLK)

Since the Japanese writing system seems to frighten secondary school students as a compulsory study, the author recommends teaching only Romanized Japanese at the high school level. (PMP)