Common internationalisms in Russian and German are listed. In general German loan-words underwent a phonetic assimilation. Even if there are overall tonal similarities, there are differences, especially in accentuation, that result from the different structures of the languages. (Text is in German.) (MS)

Recent research has worked out a system for French orthography which is useful in teaching foreign learners, especially as regards errors due to confusing similar words and to native language interference. Grammar-related errors are discussed, with suggestions for combating them. (Text is in German.) (IFS/WGA)

Prior to a Thai language learning session, subjects were exposed to recorded Thai conversation, Japanese conversation, or music. The subjects exposed to Thai produced more words than subjects exposed to music or Japanese. The subjects exposed to Japanese produced the fewest words. (Author/RL)

Pessimism regarding pedagogical applications of contrastive studies, and reasons therefore, are described. Several misunderstandings believed to contribute to this pessimism, and several areas of controversy concerning uses of contrastive studies, are discussed. See FL 508 197 for availability. (RM)

The use of contrastive analysis in foreign language teaching is based on five assumptions: (1) that the prime cause of difficulty and error in foreign language learning is interference from the learners' native language; (2) that these difficulties are due chiefly to the differences between the two languages; (3) that the greater these…

The need for a contrastive approach in foreign language teaching has long been recognized, but in the construction of textbook materials and in classroom practice it has rarely been realized. For pedagogical purposes a useful distinction can be drawn between difference and contrast. Differences can be taught as new items of knowledge, whereas…

Discusses lexical interference for Germans learning Russian, appearing in (1) imperfect equivalencies, (2) differences in the ways the two languages realize "deeper meanings." Using a contrastive approach, guidelines for teaching are suggested. Some typical lexical errors are analyzed, and suggestions offered for avoiding them. (Text is in…

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)