This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Gives examples of question-tag games used in second language classes to test principal verb forms as they are learned, in which the class is divided into two teams, who in turn ask questions and provide tag responses. (BK)

Presents study undertaken in Brazil on the Portuguese subjunctive and applies results to create a more effective teaching methodology. The five-step pedagogical approach teaches the most frequent uses of the subjunctive first and least common uses at later stages. (Author/BK)

Analyzes use of passe compose and the imperfect in French. Gives examples of effective teaching and testing devices of pastness. (Author/BK)

In an effort to untangle theories of French verb tense for second language classroom use, an instructional approach that moves the learner progressively through the tenses and their meanings is presented. The system focuses on the relationship of each tense to the present tense. (MSE)

Discusses a method of teaching French past tenses in which students are taught to choose the appropriate tense by learning to view the situation as a native speaker, instead of by trying to memorize and apply very specific grammar rules and all their exceptions. (EKN)

Suggests aids to the acquisition of some of the basic features that are sources of difficulty in Russian verbs. The proposals concern form rather than function and are derived from regularity, overall frequency, and actual occurrence in textbooks. (EKN)

To help students learn the imperfect and perfect aspects of Russian verbs, principles of math and physics can be utilized. This Orbit-Trajectory-Stasis method presents verbs of motion by avoiding tense, and suggests new verbal configurations for exploring both conceptual and concrete aspects. Appendices further illustrate the approach. (PMJ)

Some grammatical points often left unexplained about the meaning, use, and teaching of these verb forms are outlined and discussed, drawing on textbooks and usage literature. Comparisons are made between the several forms, and traditional grammatical approaches are compared and contrasted. (MSE)

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

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)

In this five- to ten-hour presentation, intermediate and advanced students of Russian learn how prefixation affects all types of motion in terms of displacement, transitivity, and perfectivity. The features of the prefix are detailed. Throughout, changes in government (subject, object, and prepositional complements) are explained in relation to…

This new method of teaching verbs of motion in Russian is posited on the assumption that the unidirectional-multidirectional distinction in unprefixed verb forms is also present in prefixed forms. This distinction may be used to explain the derivation of these verbs. Suggestions for using the method are included. (PMJ)

Presents ways to use the "L shape" mnemonics to help teach the present tense, the future tense, the imperfect tense, and the subjunctive mood of French verbs. (AM)

A correspondence is shown between grammatical categories and grammatical functions in Chinese. Some syntactic properties distinguish finite verbs from nonfinite verbs, nominals from other categories, and verbs from other categories. (Contains seven references.) (LB)