Rules for irregular Spanish verbs are presented here in an unusual way as an aid for students and teachers. (CK)

Summarizes the usefulness and the disadvantage of error analysis, and discusses a reorientation of error analysis, specifically regarding grammar instruction and the significance of errors. (Text is in French.) (AM)

The second language learner, in acquiring grammatical rules, must draw hypotheses about language from exposure to examples and use these hypotheses for creating further utterances. Mistakes which force the formation of new hypotheses are a natural part of this process. A sample lesson taking these factors into consideration is presented. (FWB)

The native speaker's knowledge of his language is characterized as a grammar of expectancy that incorporates pragmatic knowledge of the world. Thus, in teaching a second language, the student must be allowed to take advantage of previously acquired expectations about situations while learning a new grammar of expectancy. (Author/LG)

The construction of algorithms to present grammatical rules is advocated on the basis of clarity and ease of memorization. Algorithmic procedure is demonstrated for the introduction of subordinate clauses by conjunctions in German, and the formation of plural nouns in English. (AF)

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)

Recommends the "distributional" and transformational grammar approach as especially suitable for developing a teaching grammar for dealing with the French simple infinitive and infinitive with "de". (IFS/WGA)

Examines syntactic and semantic constructions of French verbs denoting and causing emotions; and lists these verbs according to infinitive, "active" adjective, and "passive" adjective. (Text is in French.) (AM)

Discusses the relation between the linguistic and the FL-teaching aspects of grammatical problems, using as an example "parler a quelqu'un" vs. "penser a quelqu'un." Recent attempts by linguists to differentiate between the two verb groups are discussed and suggestions are given for teaching. (Text is in German.) (IFS/WGA)

Examines syntactic difficulties encountered by the student of French in expressions requiring the use of the relative pronouns "qui" and "que". (RL)

Urges the combination of explanation and student deduction in the teaching of foreign languages. (LG)

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…

Several recommendations are made for the improvement of Latin study. An unpublished Latin grammar textbook prepared for and used with first-year students is described. (RM)