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)

Claims that mere frequency of presentation is not enough for efficient vocabulary learning to take place. Each item should be presented in a wide range of syntactic contexts. It should also be noted that even apparent synonyms may not be substituted one for the other in any sentence-frame. (AMH)

Formulates the following rules for the use of the passive progressive in English: (1) if the verbal predication is "telic" we have to use the passive progressive in order to express that the action is still going on, and (2) if the verbal predication is "atelic" the use of the passive progressive is facultative. (SED)

Surveys 12 types of syntactic ambiguity in written English. Gives the structural characteristics, their causes, and ways of resolving the ambiguity for each type. (EKN)

Presents an analysis of the similarities and differences between the temporal conjunctions "when" and "while." (AM)

Maintains that measuring syntactic error alone is inadequate and that syntactic maturity should also be considered. Discusses ways of measuring syntactic maturity in spoken English of nonnative speakers and examines the relationship of syntactic error to syntactic maturity. (EKN)

Discusses two basic areas of difference between British and American English, namely the complementation of certain participles and the complementation of certain verbs. Complementation after "concerned" and "interested" is illustrated by several examples taken from speech and from newspaper advertisements. (AMH)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)

Proposes an approach to contrastive linguistics which takes into account syntax and semantics, and discusses the role of such an approach in explaining surface structure differences between English and Chinese sentences of the type: "He is a good pianist" and "I have a bad knee." (AM)

An error analysis was made of 26 essays written by English-speaking honor students in their first year of university German. Results illustrate the relative frequency of errors occurring in the sample, together with some possible explanations for certain types of errors. (SED)

Demonstrates how Sector Analysis theory can serve as a model for the contrastive analysis of the grammars of any two languages. Examples are provided for English and Hausa. (AM)

Discusses the production of anomalous sentences by non-native students of the Japanese language and suggests that the primary cause of various errors indicated in such sentences is the confusion with English "when." In addition, it is suggested that error analysis can help clarify the nature of grammatical problems and facilitate learning of…

Discusses the theoretical foundation for Ferguson's correlation between speed in detecting syntactic errors in written English and acquisition of the listening comprehension skill. A detailed analysis of Ferguson's procedure is given along with references to other pertinent literature. The original conclusions are questioned. (AMH)

Presents data which indicate that the language learning capability of adolescents and adults who are acquiring a second language differs from that of children who are acquiring their native language. Discusses consequences for second-language teaching methodology. (EKN)

The syntactic distribution and behavior of five English and Persian "measure" nouns and their adjectives are compared. From this, errors attributable to transference and those due to inconsistencies in English are enumerated. A unified analytic model of Persian errors in learning English suggests useful teaching strategies. (PMJ)