This article is a contrastive study of the devices Russian and German dispose of in order to designate a receptacle with content and without it. The German opposition "Wodkaflasche-Flasche Wodka" is represented in Russian by four constructions: relational adjective, genitive, and prepositional forms ("s" and "iz-pod"). (SW)

Summarizes author's work in developing a transformational-generative grammar which can account for concurrent production of two or several languages. (DH)

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)

Lexical differences between English and German in "there" constructions are examined. Contrastive evidence is also examined to propose analyses for certain troublesome types of "there" constructions in English. The descriptive approach attempts to show that the structuring of information in "there" sentences is dependent on lexical features of the…

This article considers two specific problems which arise when seeking equivalent sentences in French and in English, that of the articles and of the forms of the verbs. Without determining the internal asymmetry of the two languages, the language learner will have a highly inaccurate picture of so-called equivalents. (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)

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)

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)