Contrastive analysis a priori predicts facts of possible errors in learning a second language that contrastive analysis a posteriori cannot explain. In a study of relative clause formation, the latter approach shows that students have no trouble, whereas the former approach shows the task to be so difficult that they avoid it. (AG)

Compares the theories of Chomsky and Fillmore. By representing "case" as a feature of lexical items, the deep/surface distinction can be eliminated, and the resulting "lexicase" framework looks promising as a basis for the design of language teaching materials. (Author/RM)

The discoveries of theoretical linguistics could aid teachers in explaining such usages as "well,""sort of," sex link uses, and forms marking levels of politeness. Conversely, there is much about second language learning that theoretical linguistics could learn from applied linguistics. (Author/KM)

Based on work done pursuant to a contract between the Southwest Regional Laboratory and the U.S. Office of Education. (RS)

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)

The French language competence of two groups of English-speaking pupils who are educated via French was investigated. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age. Results of the study are discussed. (Author/RM)

Revised version of a paper presented at the TESOL Convention, March 1971, New Orleans, La. (VM)

Presents the results of three studies that support the hypothesis that there are two types of proficiency in second language learning, "compartmentalized control" and "integrated control." Relevance to the Monitor Model and a method of teaching for integration are discussed. (Author/AM)

In this longitudinal study in which a second language was used as the sole or major medium of instruction, the experimental group performed as well as or better than the control groups with respect to language skills, academic skills and cognitive development. Pupils could also communicate effectively in their second language. (AG)