Abstract
Approximately 10 years ago, Donald Becker published an article in Unterrichtspraxis entitled Etymological Dictionary as a Teaching Device.' Becker's intent was twofold: one, he wished to demonstrate the benefit of etymological study for the student, and two, he wished to provide the necessary data for such a task as well as a procedure for utilizing this data. The present author agrees that the study of etymology has its place in language teaching, but Becker's suggestions regarding the application of etymology to the classroom do not go far enough. An alternative solution to this problem is proposed in the paragraphs that follow. One important note: Becker intended his article for teachers of upper-level undergraduate and graduate level courses, particularly those which cover the history of the German language. The present article presupposes the same audience. A summary of Becker's article is given here as an introduction to the problem. Becker begins by defining the value of the etymological dictionary2:
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