Discusses the distinctions that exist among the uses of "ser" and "estar" in Spanish. They are explained with reference to the semantic values present in the three basic functions of these verbs: principal, auxiliary, and attributive. (NCR)

Discusses the importance of the nonverbal component in second language learning, and describes research on the role of kinesics in language. (AM)

Reports on an experiment in native speaker judgement of acceptability, designed to test the acceptability of variations on the time-manner-place order in German adverbs. Implications for teaching German are drawn. (AM)

Prior to a Thai language learning session, subjects were exposed to recorded Thai conversation, Japanese conversation, or music. The subjects exposed to Thai produced more words than subjects exposed to music or Japanese. The subjects exposed to Japanese produced the fewest words. (Author/RL)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

Examines the temporal reference of Spanish verb forms by using a simple time axis showing five points of temporal reference. (NCR)

Uses the example of the teaching of the Chinese negative form "bu" to demonstrate the need for cooperation between linguists, researchers, and Chinese language teachers. (AM)

It is contended that there are such things as discourse blocs, and that they are composed of discourse units glued together into a contextuated whole by bloc signals. There are three kinds of structures with which it is necessary to deal in order to discuss coherent discourse: the discourse bloc, the discourse unit, and the bloc signal.…

Reports on research into the early semantic-syntactic utterances of deaf children as compared to those of learning children. It is suggested that differences in acquisition patterns may be attributable to the pedagogical nature of deaf language acquisition. (Author/AM)

Using as examples two skills (semanticizing vocabulary and building first-phase exercises), presents a procedure for the practical training of foreign language teachers, based on the findings of empirical research. Describes five "observer's forms" and their use. Discusses the possibility of combining this form of skill training with systematic…

Discusses the teaching of derivatives of irregular Spanish verbs in order to reinforce irregular patterns and increase the students' active vocabularies. (NCR)

Discusses various experiments involving the teaching of vocabulary through the use of mnemonics, and describes an experiment which sought to test the effectiveness of the mnemonic method in acquiring writing skills in the foreign vocabulary. (AM)

Sequence of consonants in English and Arabic is discussed phonologically. It is suggested that such detailed contrastive studies are useful to: (1) second language teachers in pinpointing areas for classroom attention, (2) language typologists, and (3) typists and printers. (JB)

Defines the practical functions of various types of grammars, and theoretical functions of linguistic grammars. Points out some differences between the two (stressing contrast between native and foreign languages), as well as differences in defining, finality, or variation of categories, and in psycho- and sociolinguistic components. (IFS/WGA)

An experiment with 100 German students of French showed that with the word "profond" the students' semantic associations were based on the mother tongue, whereas with the word "rapide" they were more oriented to the French syntax. Semantic problems are both linguistic and sociocultural in nature. (IFS/WGA)