A comparison is made between the modal verb systems of German and English with an emphasis on the interference caused by slight variations. (TL)

Designed to help the teacher of young deaf children teach syntax, the text presents a general orientation to the program as well as a review of the specific goals of language instruction. An overview of the early stages of instruction discusses symbol development (as the child becomes aware print has meaning) and illustrates how to help the child…

Basic to composition skill is control of sentence structure and accuracy in mechanics. Although it is often said that a student should not write what he has not first heard and practiced orally, it might equally well be said that he should not be expected to write grammatical patterns that he has not read, inasmuch as there is a difference in the…

Describes a study using transformational generative grammar to demonstrate that the frequently used structure "verb a verb" in Spanish is to be interpreted in three ways. Conclusions are drawn for the teaching of Spanish as a foreign language. (AMH)

The need for mastery of question forms by the English language learner is discussed. A system of techniques for use with a group of intermediate young adult learners familiar with question patterns but lacking oral practice is suggested. (RM)

Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1971, Chicago, Illinois. (DD)

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in 1972. (RS)

After teaching the basic suprasegmental patterns, an ESL (English as a Second Language) teacher can profitably continue with those other patterns which are useful in distinguishing meanings and whose absence on the printed page will sometimes result in double meaning. (Author/JM)

"Fronting", that is, placing direct and indirect objects at the beginning of the sentence, is a typical characteristic of the "school English" of German pupils. The linguistic analysis of the learning problem is supplemented by pedagogic and methodological considerations. (Text is in German.) (IFS/WGA)