Reference to the native tongue is considered necessary in FL teaching. Differences and congruence of meaning in the two languages are examined with respect to their help or hindrance in language learning. Using examples, the problems of inferring the meaning of the foreign word are examined. (Text is in German.) (IFS/WGA)

Discusses, using examples, problems raised by differences in meaning between "equivalent" Russian and German words. Calls for clear definitions of Russian basic vocabulary words. (Text is in German and Russian.) (IFS/WGA)

Speakers of Italian often have problems mastering Spanish because they erroneously believe its great similiarity to Italian makes it easy to learn. One of the fundamental problems is the lack of ability to choose the correct verb, "ser" or "estar," both equivalents of the Italian "essere." (Text is in Spanish.) (CFM)

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)

Proposes an approach to contrastive linguistics which takes into account syntax and semantics, and discusses the role of such an approach in explaining surface structure differences between English and Chinese sentences of the type: "He is a good pianist" and "I have a bad knee." (AM)

Demonstrates that proper reading comprehen sion in a foreign language involves more than the printed sequences of the text, and that meaning is not tied to one element in the sentence structure but to a wider context. (FWB)

Presents a method, based on a contrastive analysis, for teaching English-speaking students of French how to express concepts of motion in the target language. (AM)