Argues that the Guided Induction presentation is superior to a deductive one for the teaching of certain grammatical structures to beginning foreign language students. A study is presented that compared both approaches when applied to the learning of French grammatical structures by beginning level U.S. college students. (25 references) (GLR)

Compared two methods for correcting transfer errors in the foreign language classroom. Eight commonly encountered English-to-French transfer errors were identified and randomly assigned to one or two teaching conditions for one class section; each error was assigned to the opposite condition for the other section. (29 references) (VWL)