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)

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

The verbs in Gougenheim's Basic Dictionary are regrouped according to three classifications (synonyms, antonyms, and association) and organized according to semantic fields. Exercises designed to emphasize these relationships are suggested. (MSE)

The use of "a,""de," or nothing preceding complement infinitives in French is addressed from the perspective of the deeper grammatical relations involved, and possible instructional strategies are suggested. Examples and comparisons are made in English. Unlike the traditional approach, it is assumed that a preposition is…

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)

Presents a method for fostering an understanding of and teaching certain time expressions in French to English-speaking students. (AM)

Suggests tools for dealing with the seeming complexities of teaching the subjunctive mood, including thoughtful organization, objective analysis, and comparison with the students' own language. Continued use of unfamiliar vocabulary (nomenclature) and claims of language-specific subtlety serve only to increase anxiety among learners. (MSE)

Proposes a system of classifying and forming words in French based on several major word "families" grouped according to their grammatical bases and the types of derivations emerging from them as an effective approach to vocabulary development. (MSE)

Verbal modification is an effective means of teaching and practicing French grammar when students feel that they have progressed beyond the grammatical stage in the major and when a conventional grammatical approach in the classroom may prove to be tedious and to disenchant students. (CB)

A university faculty member developed first-year French instructional materials with a computer authoring program. The materials covered three classes of regular verb conjugations, noncognate vocabulary, and major grammatical structures. Initial results indicate the exercises helped students learn the material and successfully transfer it to other…

The difficulty with which native English-speaking adults learning French control the distinction between verb aspects has prompted study of the neurological processes that may affect this learning process. It is concluded that it may not be possible to change these basic perception patterns of adult learners. (MSE)