Examines areas of Latin grammar that present difficulties to the grammarian, and shows how modern linguistics can contribute to the teaching of Latin grammar. (AM)

Urges that a distinction between "grammatical knowledge" and "grammatical description" be maintained in every aspect of language instruction and in preparation of instructional materials. (RL)

Offers suggestions about explaining the use of the accusative case in Russian time expressions. (PMP)

Discusses the nuances in meaning represented by the French adjective with relation to its position in a noun phrase, and by the use of the French subjunctive. (AM)

Attempts to show that there is no real difference between explicit grammar (structural grammar) and implicit grammar, and that learning a second language's description does not coincide with learning that language. (Text is in French.) (AM)

This paper describes Leondard Bloomfield's contributions to the description and instruction of German. Bloomfield's approach is reflected in this textbook "First German Book" which appeared in 1923 and was revised in 1928. The organization and structure of the text are described here in detail, and the differences between the first and…

Recent advances in the field of descriptive linguistics have produced not only an entirely new grammatical terminology, but also new definitions of traditional grammatical concepts. The result has been a somewhat bewildering profusion and confusion of overlapping terms. The present glossary is the result of several years of research and of…

This study is a description of the Kurdish of the city of Sulaimaniya, Iraq. Kurdish dialects cover an area embracing parts of eastern Turkey, Soviet Armenia, northern Syria, western Iran, and Khorasan in Iran. The language is described in terms of (1) phonology, (2) morphology, (3) morphophonemics, (4) word formation, and (5) syntax. An appendix,…

Paper presented to the staff of the English Language Branch--Defense Language Institute, Lockland Air Force Base, Lockland, Texas, 1973. (HW)

Stresses the need for Latin instruction in the school curriculum today. The history of Latin instruction in the U.S. is traced starting from the time that writing Latin and analyzing texts in terms of grammatical, logical, and compositional categories were emphasized. (NCR)

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)

This article reconsiders accounts of the conditional and subjunctive moods in English, with language instruction in mind. (Text is in French.) (CLK)