Reviews the development of generative theory, points out the limitations of present generative grammar for the teaching of English and expresses the view that it will be of greater value in the future when certain further theoretical developments have taken place. (FB)

Summarizes various theories of transformation and examines the influence of such theories on the preparation of new grammar texts. Suggests ways in which transformation theory can be applied in the classroom. (PM)

The relevance, the application, and the importance of linguistics to teaching English as a foreign language is discussed. The author's assumption is that linguistics is "irrelevant to the aims, and inapplicable to the tasks of such teaching," and agrees with linguists such as Rosenbaum that the goal of linguistic science is "to determine…

Suggests the possibility of combining aspects of a transformational generative theory such as deep structure case grammar with concepts from a nontransformational, nongenerative theoretical framework such as form content analysis, for practical application in the area of foreign language teaching. (SL)

Translation of a paper presented at the Northeast Confernece on the Teaching of Foreign Languages held in April 1966 in New York, New York. (DS)

Speech delivered at the Deutscher Neuphilologentag," Munster, West Germany, April 2, 1970. (DS)

Paper presented at the TESOL convention, March 1970. (DS)

Examines the positive and negative features of traditional, transformational, and notional grammar as they relate to the teaching of French as a foreign language. (AM)

Discusses the effect of sentence structure on the reading acquistition process of beginning readers. (RB)

The article outlines the need to eliminate rote-learning and pure imitative strategies in second language learning, particularly in the areas of syntax and semantics. Theoretical foundations for this need are discussed, with reference to the coding hypothesis for memory functions in language learning. Results of experimental investigations are…

An analysis of exercises concerning indirect, direct and free discourse appearing in tests of the "premier cycle," from both pedagogical and linguistic points of view. The thesis is that a method giving primacy to manipulative exercises based on prefabricated sentences militates against discourse and communication. (Text is in French.) (AMH)

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in 1972. (RS)