In teaching the tense-aspect system of English to speakers of Moroccan Arabic (MA), the teacher should take into account the reinterpretation of MA categories into English ones, the learning of new categories, the redistribution of categories, and the learning of contrasts existing in English but underdifferentiated in MA. (JB)

Since linguistics and foreign language education meet in the domain of contrastive analysis, it should be possible for these two professional areas to cooperate in the development of pedagogically useful grammars. Such grammars should concentrate on traits of particular languages and on functional linguistic style. (JB)

Examines some of the sounds that occur in English but not in Persian, and discusses ways to help Iranian students learn to pronounce these sounds correctly. (EKN)

Explores the surface structure observed in Japanese and English spontaneous oral narratives from the perspective of subject and theme. Although both the Japanese and the English narratives employ participant identification as a major cohesive ingredient, how referring forms are used and how they contribute to discourse organization differ. (SED)

In combatting phonological interference in second language learning, attention should be paid to interference-producing aspects of the actual dialect that is the student's native language, rather than to the "standard" form of the language. (JB)