Discusses notion of restriction/nonrestriction as a pervasive deep structure feature of English; and the categorization of a given clause, phrase, or word as restrictive or nonrestrictive depends more on lexis or the user's understanding than syntax. (Author/BK)

Shows how particular features of language are exploited for purpose of humor and reveals the general persuasiveness of incongruity as an element of humor. Features include polysemy, syntactic structures and meaning, deep and surface structure, hyperbole and metaphor, speech patterns, problems of communication, and connectors or linking words. (BK)

Briefly explains definition and use of "excepting" in English and concludes the reputation of "excepting" should be rehabilitated to be used as a preposition when it is interchangeable with "except" or as a quasi-preposition preceded by "not,""without," or "always" and not replaceable by…

Presents study of use of English 'except' and 'except for.' Concludes 'except' and 'except for' can be used to mean 'with the exception of,' but when it is used to mean 'if it were not for' only 'except for' can be used. Also, it is not advisable to begin a sentence with 'except' unless it is followed by 'for.' (Author/BK)

The construction "won't" is ambiguous: it can be a prediction by the speaker based on his assumptions, or it may be a report of what the expressed subject of "won't" said. "I talked to them and they won't come" could mean "I predict they won't come" or "they refused to come." (PJM)

Attempts to show that conditional sentences are based on two separate binary choices: the choice between "open" and "theoretical" and the choice between "event condition" and "truth condition." Truth conditions, unlike event conditions, are concerned not with what might or might not happen but with what…

Certain verbs in English can be followed by both "ing" and by a "to"+ infinitive, with a difference in meaning. The "ing" ending is used for events or states already in existence at the time of the preceding verb. The infinitive points ahead to a later time. Examples are given. (PJM)

Discusses future-tense form possibilities in English and their pedagogical implications. Six possibilities are discussed: (1) the future tense proper, signalled by "if" + present or mental state verbs; (2) declaration of intent, with "I'll" or "we'll"; (3) "Shall I/we" questions; (4) "will you"…

Discusses the didactic implications of the object + infinitive pattern for English as a foreign language. The pattern is divided into several subgroups, the object taking different types of infinitives. The significance of the first and second objects, of objects as antecedents, and of the second object being a clause is detailed. (PJM)

Discusses two types of adjectival phrase: (1) the premodifying phrases derived from postmodifying equivalents, and (2) obligatory coordination with and between semantically similar pairs of premodifying adjectives. (Author/CFM)

Refers to an article by H. Sopher entitled "Discourse Analysis as an Aid to Literary Interpretation." Argues that such interpretations are more clearly supported by a surface structure analysis. Proposes a different approach based on the use of grammatical and syntactic features. (Author/MES)

Discusses the difficulty in recognizing and expressing the formation of concession and counter-assertion. Words like "although" and "if," while familiar in other contexts, present problems when used for these functions. While the markers for concession are interchangeable, those for counter-assertion are not. Two different types of…

Discusses some possible phrase-structure patterns for the "for + noun/pronoun" structure, exemplified in "It is easy for you to say that." Only the simple active patterns involving the structure should be taught at the elementary and intermediate levels. Passive and other patterns should be delayed in teaching. (PJM)

Presents an exercise in which the aim is to practice question-forming in a game context, and to show students how to make well-formed questions. Students are broken down into groups. One member reads a story silently. The others, provided with vague clues, must ask "yes-no" questions and reconstruct the story. (Author/PJM)

It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)