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…

One aspect of linguistic input that may vary in bilingual speech communities is the use of overregularization (e.g., "catched"). In an earlier study, typically developing bilingual Spanish/English-speaking children were noted to use overregularizations in an elicited production task, accept these forms in a grammaticality judgment task, and reject…

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)

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)

Retells the story of Goldilocks and the Three Bears as a mnemonic device for learning German simple past verb forms. (EKN)

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)

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…

Following a discussion of the role of classifiers (i.e., verbs of motion and location) in American Sign Language, this manual presents a six-unit program designed to teach students to produce sentences with classifiers. First, an overview is provided of the hierarchy of verbs of motion and location produced when the resources of the body are…

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)

The concept of French verb tense as related to the passage of time and the completeness of an action or process is discussed. It is proposed that this concept of inchoativeness be applied in second-language instruction as an aid to students in choosing verb tenses. (MSE)