Examines question of whether in imperative constructions 'let' is a full verb meaning 'allow' or an auxiliary verb. Suggests it is not always easy to determine. (Author/BK)

This booklet discusses a homograph that is seemingly never taught in schools--the homograph "have." The booklet begins with a discussion of three definitions of "have" and notes the distinctly different pronunciations ("hav,""uv," and "haff") of each form. The booklet then discusses why each form…

Outlines the basic elements and classroom applications of "word grammar," a form of sector (tagmemic) analysis to be used in standard English instruction. (RL)

Proposes an analysis of German passive based upon internal structure rather than translation conventions from Latin and Greek. Claims that this approach leads to a description of the perfect participle as an adjectival complement, which eliminates the classification of a passive voice for German and simplifies the learning task. (MES)

A discussion of passive verb forms and the passive voice attempts to explain the nature of passives and to offer composition teachers some reference points for teaching them. Twelve arguments are proposed to explain resistance to the teaching of passives; each is termed a continuum in order to help assess understandings and attitudes. The 12…

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)

Audiolingual and translation exercises are presented that were designed to correct syntax of junior high school French language students. The exercises were given to eliminate translating the present progressive and the imperfect word for word, and to develop more awareness of reflexive construction and the imperfect tense. (SW)

The methodology reported in this paper argues for a synthesis of various theories and methods. First, a synopsis is given of the pedagogical and linguistic approaches that should underlie a successful attempt to teach the contrast in two verb tenses in Portuguese. Secondly, a contrast unique to Portuguese is examined and a multistage approach for…