THIS ARTICLE IS NOT CONCERNED WITH WRITING A TRANSFORMATIONAL GENERATIVE GRAMMAR FOR REFLEXIVE SENTENCES OF ENGLISH AND SPANISH BUT RATHER WITH THE THEORETICAL FRAMEWORK OF TRANSFORMATIONAL ANALYSIS--THE UNDERLYING, FUNDAMENTAL NOTIONS THAT CAN BE APPLIED TO PROBLEMS OF LANGUAGE TEACHING. THE AUTHORS RELATE THESE NOTIONS (LINGUISTIC UNIVERSALS, COMPETENCE, AND PERFORMANCE) TO THE REFLEXIVE AND MAKE A CONTRASTIVE ANALYSIS OF THE REFLEXIVE IN SPANISH AND ENGLISH. DISCUSSED ARE--(1) THE OVERT FORMS THAT HELP CARRY OR MARK THE REFLEXIVE IN THE TWO LANGUAGES, (2) THE USE OF THESE FORMS, (3) THE PROBLEMS THAT ARISE IN USING REFLEXIVE CONSTRUCTIONS WHEN NEEDED AND AVOIDING THEM WHEN INAPPROPRIATE, (4) PROBLEMS OF TRANSATION IN THE AREA OF REFLEXIVE ANAPHORA (BACK REFERENCE) WHEN THE SPEAKER OF ENGLISH MUST ACCOMMODATE HIMSELF TO THE PATTERN OF SPANISH, AND (5) PROBLEMS FACING THE SPEAKER OF SPANISH WHEN LEARNING AND USING THE ENGLISH REFLEXIVE. THE AUTHORS FEEL THAT SUCH CONTRASTIVE DATA WILL HELP THE TEACHER IN SEQUENCING MATERIALS AND GIVING GRAMMATICAL EXPLANATIONS THAT CAN LEAD THE STUDENT TO CLEARER PERCEPTION OF DIFFERENT WAYS OF ORGANIZING REALITY. THIS PAPER WAS PRESENTED AT THE 1967 CONVENTION OF THE NATIONAL ASSOCIATION FOR FOREIGN STUDENT AFFAIRS AND APPEARED IN "TESOL QUARTERLY," VOLUME 1, NUMBER 2, MARCH 1968. (DO)