Laments the lack of attention given to interference in vocabulary learning as contrasted with that accorded to interference in the communicative function of language, because the former is of greater qualitative importance. Gives examples from several languages showing the origins and bases of interference. (IFS/WGA)

It is argued that contrastive linguistics cannot necessarily be used to simplify teaching of a foreign language by leaving out areas in which the mother tongue and target language are similar. Possessional adjectives in English and German are discussed in support of this argument. (RM)

Recommends and illustrates the use of oral lists of familiar English words in acclimatizing students of English as a second language to common sounds before exposure to a text or to conversation. (MSE)

Aural comprehension is analyzed and seen as active, not passive. A catalog of interference factors leads to a catalog of learning objectives. These have primacy over questions of method. Hence media must be examined with respect to attainment of learning objectives. Lab work is especially useful here. (Text is in German.) (IFS/WGA)

Discusses the various problems arising in teaching the German pronoun (and expletive) "es" ("it") to Rumanians. There is no universally usable correspondence to "es" in Rumanian, where it is sometimes lacking, with the subject absent in either the deep structure or the surface structure. (IFS/WGA)

It is hoped that from learners' faulty use of the foreign language, clues may be found for foreign language teaching. Some "factors" are examined: negative transfer, learning and communication strategies, over-generalization. Also discussed are ways of dealing with various errors. (Text is in German.) (IFS/WGA)

Speakers of Italian often have problems mastering Spanish because they erroneously believe its great similiarity to Italian makes it easy to learn. One of the fundamental problems is the lack of ability to choose the correct verb, "ser" or "estar," both equivalents of the Italian "essere." (Text is in Spanish.) (CFM)

Asserts that the traditional, segmental approach to phonetics in language teaching is faulty, since speech is not segmented in actual pronunciation. A model of a sequential progression of consonants and vowels is proposed, in which the sound system is presented in a dynamic mode. (CHK)

The vowel triangle'', devised by Wilhelm Vietor, is a diagram of vowel sounds according to the position of the tongue and jaw during articulation. (DD)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

In foreign language classes, intonation is taught using as a basis for comparison the intonation of the standard dialect of the native language. It is argued here that the learner's native dialect should be used instead. Examples are given of transfer from Swabian dialect to English. (Text is in German.) (IFS/WGA)