Argues that philology, the study of language, can be taught to students only after they have examined the languages of other nations and cues. (RB)

It is argued that mastery of verbal aspect in Russian calls for the development in the student of a novel pattern of linguistic perception for actions and occurrences. (Author/RM)

Contrasts semantic differences between the direct and indirect discourse in French. (RL)

Reference to the native tongue is considered necessary in FL teaching. Differences and congruence of meaning in the two languages are examined with respect to their help or hindrance in language learning. Using examples, the problems of inferring the meaning of the foreign word are examined. (Text is in German.) (IFS/WGA)

Paper read at the Annual Meeting of the Modern Language Association of America, December 29, 1968, in New York, New York. (DS)

Argues against the thesis that exact translation is impossible, because languages reflect different world-views or different cognitive structures (de Saussure, Humboldt, Whorf, Weisgerber). The possibility of underlying universals (Lenneberg, Heger) must be considered and discussed in the field of language teacing. (Text is in German.) (IFS/WGA)

Syntactical aspects and semantic classification of adverbial modality in German; part one of a continuing series. (RS)

Paper presented at the Annual Meeting of the Association for Asian Studies, New York, New York, March 29, 1972. (DS)

Paper read at the Annual Meeting of the Modern Language Association of America, December 29, 1968, in New York, New York. (DS)

Problems encountered by Russian language students caused by noncorrespondence of meaning are described. It is argued that many of the difficulties which students encounter in learning vocabulary result from semantic shifts within Russian. (RM)

Every child should participate in a daily oral language period. (JH)