This information letter is the first issue in a series dedicated to suggestology and suggestopaedia. It consists of a brief history of suggestology in the Public Service Commission of Canada and an account of several international conferences where suggestology was discussed. Both English and French versions of this information letter are…

Discusses the teaching of qualitative and quantitative comparison expressions in French, specifically the various notions and functions that must be taken into consideration and the various pedagogical phases that should be followed. (AM)

Contains four suggested vocabulary learning activities, concentrating on (1) partitive expressions in street names, (2) sports vocabulary, (3) slang expressions, and (4) the many meanings of the words "jouer" and "jeu." (AM)

The English verb is traditionally presented as having so many "tenses" that both students and teachers are confused. No real logic seems to hold the whole thing together, and teachers' explanations are often off the mark. Organizing verb forms in terms of past, present, and future is not only incorrect, but misleading. The linguist…

Analyses the nature of aspect in the present, the past ("passe compose"), and imperfect tenses in French, and gives some general guidelines for the teaching of these structures. (AM)

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

This article discusses an alternative method of teaching literature in a foreign language class using a humanistic approach. (CFM)

Proposes a method for teaching vocabulary in the second language classroom, which associates one word (an "identification term") with a string of semantically-related synonyms. (AM)

Presents a novel approach, relying on linguistic principles of semantics, to teach grammatical usage in Spanish as a second language. (AM)

Provides guidelines for the teaching of aspect in the Italian verb system. (AM)

Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

Illustrates opportunities to improve students' English in the course of teaching elementary and intermediate German. Four examples are presented: lie vs lay, who(ever) vs whom(ever), reflexive vs intensives, and plural formation. (EJS)

Reports on the methods used in utilizing broadcasts of the British Forces Broadcasting Service in teaching English as a foreign language. (IFS/WGA)

Activities for teaching Ebonics-speaking children to differentiate between problematic standard English and Ebonic forms are presented. (Author/MC)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)