This article examines some of the ways in which language has been organised for language teaching. Their deficiencies are examined and some possibilities for the future are suggested. (Author/NC R)

An analysis of "de" sentences in Chinese in order to capture their syntactic and semantic features and, as a result, to state rules for generating them. The study is organized under eight headings and provides 147 examples in Chinese and English. (AMH)

A description of the use made by a college teacher in Germany of films in his language classes. Students provided the dialogue for silent films during class. Films were also used in this way for testing speaking ability. Motivation was high. It seemed to be successful as a testing technique. (AMH)

A brief discussion of the role of contrastive linguistics and transformational generative grammar in studying transfer and interference in language learning. The base language is not necessarily the mother tongue. It is the language known by the learner which most closely resembles the new language being learned. (AMH)

Describes a teaching game for drilling on the imperative and the progressive tenses. Some variations of the game are described. (IFS/WGA)

An attempt to show that a threshold level would furnish conditions for a renewed methodology and greater student creativity. The acquisition of communicative competence would be constructed around two types of activities: analysis of the conditions of speech production and systematization of two levels of grammar. (Text is in French.) (AMH)

This article discusses the first draft of three objective tests given to students of English as a foreign language in a high school in Rome, Italy. Students' answers on the tests (Listening Comprehension, Reading Comprehension, Grammatical Structures) are analyzed. The tests will be rewritten, based on these observations. (Text is in Italian.)…

Describes a German course for archeologists and art historians, given in the Louvre by the Paris Goethe Institute. Reliance is placed on the students' visual memory, with schematic presentation of pronoun and article declension. This approach sometimes fosters errors and misunderstandings. The verb system is emphasized. (Text is in German.)…

Narrates an imaginary dream in which an instructor, newly crowned King of Composition, institutes, while providing rationales based on current research, these changes in the composition program: (1) have all teaching done in conference; (2) eliminate textbooks; (3) do not require grammatical and mechanical correctness; and (4) make writing part of…

Outlines major publishing houses' solutions to the common-gender singular pronoun problem. Maintains that the American English-speaking world employs different standards for speaking and writing, even in educated ranks. Argues that changing spoken language is probably hopeless. Proposes seven tactics through which to counter written grammar and…

The analysis of questionnaire responses of 888 teachers of the hearing impaired found that deaf teachers, teachers with less than six years of experience, and junior high and high school teachers reported incorporating fewer English grammatical features in their sign communication than other teachers. (Author/DB)

An approach to teaching grammar concepts treats conceptualization as a process of sensitization, consisting of three stages: motivating the student to learn the concept, presenting the operating concept and the grammatical category in question, and consolidating and enriching the concept in the student's mind. (MSE)

Investigated the effect of two variables on remedial students' performance in freshman composition: attending a remedial grammar course, and receiving tutoring at a skills development center. Found that tutoring had a significant positive impact on students, but that the grammar course had a negative effect. (ARH)

Critiques current second language courseware in view of recent trends increasing emphasis on oral proficiency. Suggests changes in the content of instructional computer programs that could be used to improve conversational proficiency. (LMO)

A language instruction technique that uses students' foreign language errors to point up contrasts and similarities in the native and foreign languages is described as it was used with Albanian students learning French. (MSE)