The various uses (and the forms) of Subjunctive 2 are shown, with a large number of German sentences as examples. Suggestions are given for teaching the various uses and forms of Subjunctive 2 to foreign students of German. (Text is in German.) (IFS/WGA)

Concerns the use of "will-would" after "if." The article gathers together the many scattered individual contributions on the subject, thus enabling the teacher to form a judgment and at the same time providing him with solid support for making corrections. (Text is in German.) (IFS/WGA)

Describes the function of English modal verbs, arranging them in categories: permitting, asking permission, forbidding, commanding, exhorting, requesting, conjecturing, wishing. Various nuances are illustrated with numerous examples. For the clear, unambiguous functioning of each modal verb, an ample context is a prerequisite. (Text is in German.)…

Discusses regularities and peculiarities in the use of the modal verbs of obligation "must,""need" and "should," also of the non-modals "have (got) to" and "need to." Agreements and differences in the use of the verbs are shown, with examples. Use of the various tense-forms is discussed. (IFS/WGA)

Lists the Spanish verbs most frequently used in various texts, in order of frequency. (NCR)

Discusses the distinctions that exist among the uses of "ser" and "estar" in Spanish. They are explained with reference to the semantic values present in the three basic functions of these verbs: principal, auxiliary, and attributive. (NCR)

Discusses the teaching of Russian aspect in terms of the use of the perfective and the social ramifications and perceptions conveyed by its use. The student must be made aware of the importance of implications of statements in Russian. (CHK)

Evaluates tenses as to (1) communicative importance, (2) frequency, and (3) range. Under (1), finds actual tense less important than accompanying adverbials and extra-linguistic factors. Discusses chief difficulties appearing in use and interpretation of past tenses, and how the results of linguistic research may help to deal with them. (Text is…

These tenses may be taught effectively through pattern drills and structural exercises, followed by careful explanations designed to distinguish them from the plus-que-parfait, which may be taught concurrently. Guidelines for textbook presentation of these tenses are included, as are descriptions of their forms and usages. (DB)

Shows that using the German "tust du malen?" to teach the English construction "do you (paint, etc.)?" is wrong; the construction can also mean "are you painting?" So "tust du --?" fits only those English verbs which never use progressive tense forms. (Text is in German.) (IFS/WGA)

Lists the Spanish verbs most frequently used, in order of frequency. (NCR)

A discussion of the use of the imperfect tense in French, aimed primarily at speakers of English and German. (Text is in French.) (AM)