Uses example of teaching "must" to Moroccan students to show how to contextualize a grammar point. Stresses need to make language internal from the beginning and at all stages of learning. Uses questions relating to topic students know, especially culturally related. (Author/BK)

Describes English modal verbs and their closest equivalents in Moroccan Arabic. Because there is no modal in Moroccan Arabic equivalent to 'must,' positive and negative deductions are arrived at using adverbs. Suggests this can be confusing to Moroccan learners of English. (Author/BK)

A brief analysis of the complex English non-past tense contrasted with the simple Moroccan-Arab non-past. In English the non-past is represented by many forms; in Moroccan-Arabic it is represented by few forms. This fact is the cause of confusion to the Moroccan learner of English. (AMH)

Presents the results of a study of the errors made on essays by Moroccan students of English as a second language. The average number of grammatical errors was 10.62 per paper and the most frequent errors were related to tense, prepositions, articles, form, and concord. (SED)

Presents an analysis of the modal verbs in English and Moroccan Arabic that works equally well for both languages and is simple enough to be of use to the classroom teacher. (EKN)

In teaching the tense-aspect system of English to speakers of Moroccan Arabic (MA), the teacher should take into account the reinterpretation of MA categories into English ones, the learning of new categories, the redistribution of categories, and the learning of contrasts existing in English but underdifferentiated in MA. (JB)