Discusses differences between text and dialog. Characteristics of dialog--ellipsis, use of function-words, valence-reductions, specific sentence models, placement of sentence elements, sentence depth, internal sentence structure--set limits to the teachability of dialog. (Text is in German.) (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)

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

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)

Current linguistic research in syntax and morphology may have positive results for language teaching, but caution is required as linguistic theory grows more abstract. (CHK)

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)

Third of a series of drills on Russian verbs of motion. Answers are provided. (Text is in Russian.) (TL)

Many examples of the present perfect tense are proposed. These are accompanied by simple rules to help the student get a clear idea and better grasp of the use of the present perfect in British English. The article is designed for teachers of English to Francophones. (Text is in French.) (AMH)

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)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

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)