Recommends the "distributional" and transformational grammar approach as especially suitable for developing a teaching grammar for dealing with the French simple infinitive and infinitive with "de". (IFS/WGA)

Analyses the nature of aspect in the present, the past ("passe compose"), and imperfect tenses in French, and gives some general guidelines for the teaching of these structures. (AM)

Discusses a technique for teaching the usage of the present perfect tense to students of English as a second language. (CFM)

Provides guidelines for the teaching of aspect in the Italian verb system. (AM)

Discusses the semantic functions of the English future formations: "will/shall,""to be going to," and the present tense. Points out that these all have modal as well as temporal significance, making the traditional teaching of the English future imprecise and misleading. (IFS/WGA)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Criticizes one pattern drill found in John DeFrancis'"Beginning Chinese," (1976) and suggests possible changes. (AM)

Discusses semantic differences in the use of "simple" and "continuous" forms of the verb in English. Also discussed are variations found in the various temporal levels: present, future, perfect, and past, as well as in combinations with the modals "may" and "must,""could" and "might," and…

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

Discusses the teaching of derivatives of irregular Spanish verbs in order to reinforce irregular patterns and increase the students' active vocabularies. (NCR)

Presents suggestions and activities for teaching the imperfect and the "passe compose" in French second year classes. (AM)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Recommends, for English teaching at advanced levels, equating English participial constructions with German participial constructions rather than with paraphrases, in order to develop an analytic approach on the part of the student. (IFS/WGA)

This article discusses some of the recurrent syntactic problems that the foreign learner of English faces when using the English verb-particle construction and attempts to show how a pedagogic dictionary could help the learner to cope with these problems. (Author/CFM)

Presents a method, based on a contrastive analysis, for teaching English-speaking students of French how to express concepts of motion in the target language. (AM)