Presents a novel approach, relying on linguistic principles of semantics, to teach grammatical usage in Spanish as a second language. (AM)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

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)

Reports on an experiment in native speaker judgement of acceptability, designed to test the acceptability of variations on the time-manner-place order in German adverbs. Implications for teaching German are drawn. (AM)

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

Discusses appositions in Spanish and states that there is no general rule to follow to determine the plurals. (NCR)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

It is contended that there are such things as discourse blocs, and that they are composed of discourse units glued together into a contextuated whole by bloc signals. There are three kinds of structures with which it is necessary to deal in order to discuss coherent discourse: the discourse bloc, the discourse unit, and the bloc signal.…

This concluding article in a series concerning the use of the comma in Spanish gives specific examples of its use from Spanish literature. Concluding remarks outline the major purposes of the comma. (NCR)

Reports on research into the early semantic-syntactic utterances of deaf children as compared to those of learning children. It is suggested that differences in acquisition patterns may be attributable to the pedagogical nature of deaf language acquisition. (Author/AM)

Discusses a method that enables students of English to classify and organize their lexical capital by using triangles to diagram sentences. How to inscribe a sentence in a triangle is explained and illustrated. (CFM)

Even English speakers do not always know when to use a hyphen. Examples are given of some fairly clear-cut cases where the hyphen should be used, leading to the formulation of some usable rules. (IFS/WGA)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

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)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)