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

Discusses, for the benefit of English-speaking students, the use of the article with personal titles in Spanish. (RM)

The fifteenth in a series of workbook lessons, this consists of a passage in Spanish concerning the Spanish city of Avila. Following are exercises on vocabulary and passives in English and Spanish to be completed by the student. (Text is in English and Spanish.) (CK)

One effective manual of combatting black students' indifference to foreign language learning and to Spanish in particular is to use materials that are relevant to their interest and experience. (EH)

Testing of Spanish students revealed that students preferred to learn vocabulary through use of synonyms or devices using similarity of implied class membership. (CK)

A planetarium program interpreting a Spanish poem about the moon recited by members of an intermediate Spanish class is described. (RM)

Lists the Spanish verbs most frequently used in various texts, in order of frequency. (NCR)

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)

Describes experiments in the field of phonetic correction. Several techniques used at the University of Mons for teaching Spanish pronunciation to French-speaking Belgians are explained. (Text is in French.) (PMP)

Discusses the difficulty students of Spanish have in learning the correct articulation of the various allophones of the Spanish vowels. The main problem is that they assume there are no distributional variants. Lists of the allophones are given with their respective conditioning environments. (Text is in Spanish.) (TL)

A program is described in which advanced high school language students acted as tutors in Spanish and French in a FLES program. (RM)

A two-dimensional system used by speakers of Spanish to make imperative utterances is outlined. The system consists of the basic verb forms that make up the nuclei of such utterances and oblique marker usage, which consists for the most part of syntactic modification of base forms. (Author/HP)

An analysis is given of certain clitic pronouns that are the source of confusion in the classroom and for which fully satisfying explanations are not to be found in traditional grammars and contemporary studies. (Author/HP)

Describes an approach to teaching the Spanish subjunctive. The approach is organized for use with most first-year textbooks. (RM)