Argues for an integral role of contrastive analysis and translation in a foreign language teaching program. (AM)

Provides guidelines for the teaching of aspect in the Italian verb system. (AM)

First appeared in the British publication Didaskalos", v2 p141-159 1967. (DS)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

The need for a contrastive approach in foreign language teaching has long been recognized, but in the construction of textbook materials and in classroom practice it has rarely been realized. For pedagogical purposes a useful distinction can be drawn between difference and contrast. Differences can be taught as new items of knowledge, whereas…

Discusses lexical interference for Germans learning Russian, appearing in (1) imperfect equivalencies, (2) differences in the ways the two languages realize "deeper meanings." Using a contrastive approach, guidelines for teaching are suggested. Some typical lexical errors are analyzed, and suggestions offered for avoiding them. (Text is in…

Presents a learning transfer principle, based on transfer theory and contrastive analysis, as a solution to the inductive-deductive controversy in second language teaching methodology. (AM)

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)

The question of whether apparent similarity of two languages really facilitates the learning process is raised. Linguistic and pedagogical problems involved in the instruction of languages which resemble each other are discussed. (Text is in French.) (TL)

The author suggests that the starting point of improved language teaching can be found in the language classroom itself and not in the theoretical considerations of the linguist or the theories of learning advocated by the psychologist. At the same time, however, both linguistics and psychology can be extremely useful to the language teacher, not…

The present paper, a general survey of modern foreign language teaching as it is influenced by applied linguistics, discusses some of the outstanding works and foremost theories in the areas of psycholinguistics, sociolinguistics, programmed instruction, and contrastive analysis. In discussing the methodology involved in foreign language teaching,…

Cites reasons for and examples of using a contrastive approach (between English and the students' native language) in teaching English as a foreign language; based on part of the author's unpublished M. A. thesis, Wayne State University, 1966. (Editor/SW)

Critizes pure audiolingual methodology in the teaching of Russian, offering alternatives of a more traditional nature. It is felt, in particular, that there is a place for limited use of the students' native language for explanatory purposes and linguistic analysis. (Text is in Russian.) (DH)