Based on a lecture given at the Second International Conference of Applied Linguistics at Cambridge, England- September 1969. (DS)

The author discusses trends in teaching English as a foreign language in Japan and briefly comments on the value of pattern drills, transformation drills and contrastive analysis in language teaching. (FB)

Presents an essentially Bloomfieldian approach to language and language teaching; sees the concept of language as interplay between stimuli and reactions as the basis of a wholly creditable system of teaching, a tremendous number of textbooks, and a large number of language courses." (FB)

Supports using a combination of various approaches to second language instruction. Emphasizes that pattern practice drills and error analysis should be included. (EKN)

Describes phonology and grammar differences between Amerindian languages and English to show difficulties in teaching English as a second language to Amerindian children in Guyana. Suggests prerequisites and characteristics of English language teaching programs necessary for a well-grounded program. (BK)

In comparing original text and translation, the teaching goal should be the comparison of alternative forms and structures, in the native and the target language. Specific problems in translating jokes and comic strips are examined. Suggestions are given for dealing with morphology, syntax, and semantics. (IFS/WGA)

The problem of native-language interference in learning English is discussed, with particular examination of English consonants and their difficulties for Czech and Slovak speakers. (CHK)

Describes a bilingual approach to language learning where students learn to handle comparative "analogical language" between both languages using a series of picture cards which must have a one-to-one relationship with the oral language. (HOD)

Focuses on the licensing conditions on empty categories in DP, dealing in particular with the distribution of the null noun "pro" in adjectival contexts. N-"pro" is submitted to requirements of formal licensing and identification. The contrast between English and other languages with respect to N-"pro" derives from…

Presents a comparative semantic analysis of English, French, and Dutch transitive constructions that takes into account the entity that sets the event in motion, the object it affects, and the process that links both. (18 references) (Author/CK)

Investigates the differences in form and meaning between the Dutch and English passives, attributing the differences to the passive auxiliaries that signal a process and a state for Dutch and English. The article is aided by the framework of Langacker's (1991) cognitive grammar. (30 references) (Author/CK)