Many current French textbooks and teaching plans (in Germany) cling to obsolete usages and forms (e.g., imperfect subjunctive), as "bon usage," and to "educated" pronunciation. Teachers should teach living, present-day French, rather than the available teaching material. (Text is in German.) (IFS/WGA)

Discusses the influence of modern linguistic research on foreign language instruction. Shows the role of grammar 1 in the acquisition of grammar 2, and specifically when French is 1 and English is 2. Considers that conscious, systematic knowledge of L2, learned through L1, is positive for second language acquisition. (Text is in French.) (TL)

Reviews the main issues involved in foreign language teaching methodologies. Particularly discusses how the learner may be affected by the metalanguage used in instruction, when it is composed of traditional grammar terminology or modern linguistic terminology or when none is used. (Text is in French.) (TL)

Presents a computerized program for foreign language learning giving drills for all the major language skills. The drills are followed by an extensive bibliography of documents in some way dealing with computer based instruction, particularly foreign language instruction. (Text is in Spanish.) (TL)

Subjects read sets of active or passive sentences, and an active or passive question was asked about one. Errors were compared. Results suggest that surface form of a single sentence is retained; surface and deep structures are retained for two, and only deep structures of four and eight sentences. (CHK)

A data-based study done in Philadelphia examined the constraints on relative pronoun deletion and looked for a possible correlation to social stratification or stylistic variation. Restrictive relative clauses only are examined. Constraints appear to be due to performance factors related to sentence processing. (SCC)

Discusses various utterance types calling for "nicht" in German, and suitable exercises for teaching them. It is felt that one should use particularly the receptive-reproductive/receptive-productive sequence. The negation of a sentence in the perfect tense is used for illustration. (Text is in German.) (IFS/WGA)

Describes a forthcoming textbook in scientific German, bilingual in form, with a workbook "neutral" in content (emphasizing no one science), a reference book (reference grammar and high-frequency lexicon), and texts in specific fields. It begins with word-building, then by comparing texts develops a minimum grammar. (Text is in German.) (IFS/WGA)

Asserts that the term "co-verb" can be replaced by the term "preposition." Linguistic arguments indicating that preposition is a valid category in Chinese grammar are discussed, and the historical development of the co-verb is described. (RM)

Analysis of adult discussions reveals a lack of fit between pedagogical grammars and actual usage. (JH)

This resource book aims to help students find their own answers to questions about grammar, punctuation, measurement, mathematics, time, geometry, science, writing, geography, vocabulary, history, and money. The definition and, often, examples and an illustration are described for more than 200 concepts from the various subject matters. All items…

A discussion of pre-historic (i.e., preliterate) language looks at the processes of affixation and inflection in the context of two conflicting theories on the complexity of those languages. The traditional view holds that the grammar used by early Indo-Europeans was at least as complex and abstract as that of any modern educated and literate…

A study examines various Huastec clause types that are reflexive in some sense, including ordinary reflexives, which involve co-reference. Two mutually exclusive morphosyntactic devices are used in Huastec: reflexive pronouns and verbal morphology. In this way, Huastec is like various European languages. Clauses involving reflexive pronouns and…

Intended for use by students at any level above grade 3, this practice book helps students use the parts of speech correctly in speaking and writing. The book reviews (1) the kinds of sentences; (2) the use of nouns, pronouns, verbs, adverbs, and adjectives in sentences; (3) capitalization and punctuation; and (4) proofreading. The book is…