Aspects of language instruction which "derive from the nature of language itself" are discussed in this study. The notion that language teachers should teach grammar exclusively is disputed. This position is based on the following generalizations presented in an analysis of the nature of grammar and language: (1) language comprises more than what…

This paper attempts to give a unified view of the workings of noun clauses. These are considered according to three main types corresponding to three different kinds of source sentences. All three types can be used in any usual noun-phrase function, especially subject, direct object, and prepositional object. Four factors which complicate the…

A review of trends in the teaching of foreign language during the last decade focuses on the predominance of the audiolingual method and current criticism by leading theorists of its theoretical foundations. Discussion of a psychological model of learning explores the relationships of motivation, cognition, evaluation, and response formation. The…

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

The question whether second languages should be taught by the deductive or inductive method is discussed, and an argument is made for a middle ground between the two extremes. (RM)

Translation of a paper presented at the Northeast Confernece on the Teaching of Foreign Languages held in April 1966 in New York, New York. (DS)

This article reviews the historical development of applied linguistics in foreign language instruction. Five major principles influencing early applied linguistic theory are summarized, emphasizing the oral nature of language. Central to the article are discussions of: (1) prescriptive or normative grammar, (2) transformational grammar, (3)…

Argues for a uniform procedure, along with a theoretical basis, such as is now being tested at the German for Foreigners section of the University of Hamburg. Suggests three requirements for supplementary measures which should increase language competence. Transformation exercises are explained. (Text is in German.) (IFS/WGA)

Discusses and exemplifies the author's use of transformational methods to clarify the seemingly arbitrary use of "de" and "a" to introduce the infinitive in French. (Text is in French.) (MSE)

Revised form of a paper given December 2, 1970 at a meeting of the Dutch Teachers of German in Woudschoten/Amsterdam, Netherlands. (RS)

Criticizes attempts to incorporate transformational grammar into foreign language teaching, citing specific failures in experiments with the transformational grammar model. (IFS/WGA)

Examines the positive and negative features of traditional, transformational, and notional grammar as they relate to the teaching of French as a foreign language. (AM)

Transformational grammar is briefly defined in this paper, and some of the key literature on the subject is indicated. Examples of transformational operation on Spanish sentences are used to demonstrate how this approach makes the teaching-learning process easier and more efficient. (SS)