Presents an analysis of the modal verbs in English and Moroccan Arabic that works equally well for both languages and is simple enough to be of use to the classroom teacher. (EKN)

Formulates the following rules for the use of the passive progressive in English: (1) if the verbal predication is "telic" we have to use the passive progressive in order to express that the action is still going on, and (2) if the verbal predication is "atelic" the use of the passive progressive is facultative. (SED)

Presents an analysis of the similarities and differences between the temporal conjunctions "when" and "while." (AM)

This article attempts to justify the surface presence of English split infinitives in terms of the deep structure of the language posited by current transformation theory." (FWB)

A comparison is made of two different approaches to the treatment of modals in the framework of a transformational grammar--that of Seuren, who analyzes modals as "operators," and that of the generative semanticists who take them to be "higher verbs." Implications for language teaching are discussed. (Author/RM)

Presents theoretical syntactic formulas for translating sentences from one language to another. (KM)

Discusses two basic areas of difference between British and American English, namely the complementation of certain participles and the complementation of certain verbs. Complementation after "concerned" and "interested" is illustrated by several examples taken from speech and from newspaper advertisements. (AMH)

This article considers two specific problems which arise when seeking equivalent sentences in French and in English, that of the articles and of the forms of the verbs. Without determining the internal asymmetry of the two languages, the language learner will have a highly inaccurate picture of so-called equivalents. (CFM)

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)

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)

A brief analysis of the complex English non-past tense contrasted with the simple Moroccan-Arab non-past. In English the non-past is represented by many forms; in Moroccan-Arabic it is represented by few forms. This fact is the cause of confusion to the Moroccan learner of English. (AMH)