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Rule of Grammar or Rule of Thumb?
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Berman, Ruth Aronson – International Review of Applied Linguistics in Language Teaching, 1979
Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)
Descriptors: Grammar, Language Instruction, Learning Theories, Morphology (Languages)
Semantics and French Relative Pronouns: A Practical Explanation of Underlying Structures
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Niedzielski, Henri – International Review of Applied Linguistics in Language Teaching, 1975
This article consists of a practical semantic explanation of the embedding process in French and English, and outlines a methodology devised to facilitate the teaching of this process. (CLK)
Descriptors: Applied Linguistics, Deep Structure, French, Language Instruction
Guided Learning with Tape
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Bauer, Eric W. – International Review of Applied Linguistics in Language Teaching, 1973
Based on experimental plan for semi-programmed instructional course of elementary German, developed pursuant to a contract with the Defense Language Institute, Washington, D.C., and on a paper presented at the Northeast Conference on the Teaching of Foreign Languages, New York, N.Y., 1969. (RS)
Descriptors: Autoinstructional Aids, German, Illustrations, Language Instruction
The Surface Pattern Vb a Vb in Spanish
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Foster, David William – International Review of Applied Linguistics in Language Teaching, 1977
Describes a study using transformational generative grammar to demonstrate that the frequently used structure "verb a verb" in Spanish is to be interpreted in three ways. Conclusions are drawn for the teaching of Spanish as a foreign language. (AMH)
Descriptors: Generative Grammar, Language Instruction, Language Patterns, Sentence Structure
Rapid Acquisition of a Foreign Language (German) by the Avoidance of Speaking
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Winitz, Harris; Reeds, James A. – International Review of Applied Linguistics in Language Teaching, 1973
Research supported in part by a grant from the U.S. Office of Education. (DD)
Descriptors: Articulation (Speech), Comprehension, German, Intellectual Development
The Acquisition of Syntax in First and Second Language Learning.
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Chiang, Joseph S.; Costello, John R. – International Review of Applied Linguistics in Language Teaching, 1983
Presents data which indicate that the language learning capability of adolescents and adults who are acquiring a second language differs from that of children who are acquiring their native language. Discusses consequences for second-language teaching methodology. (EKN)
Descriptors: Adolescents, Adults, Chinese, Comparative Analysis
Contact Analysis of English and Persian Measure Words for Pedagogical Purposes.
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Yarmohammadi, Lotfollah – International Review of Applied Linguistics in Language Teaching, 1980
The syntactic distribution and behavior of five English and Persian "measure" nouns and their adjectives are compared. From this, errors attributable to transference and those due to inconsistencies in English are enumerated. A unified analytic model of Persian errors in learning English suggests useful teaching strategies. (PMJ)
Descriptors: Adjectives, Contrastive Linguistics, English (Second Language), Error Analysis (Language)
Language Development in Farsi and English: Implications for the Second Language Learner
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Dehghanpisheh, E. – International Review of Applied Linguistics in Language Teaching, 1978
A description of a study which tried to establish the sequence of language development in a language other than English (Farsi) and to measure the syntactic complexity of the first language against that of the second. Results indicate a direction toward the construction of better course materials and tests. (AMH)
Descriptors: Comparative Analysis, English (Second Language), Language Acquisition, Language Instruction
The Modern Arabic Course--A Challenge.
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Campbell, Stuart J. – International Review of Applied Linguistics in Language Teaching, 1986
Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)
Descriptors: Arabic, Communicative Competence (Languages), Descriptive Linguistics, Dialects