Examines the process of question development in a second language. Shows that with greater English proficiency (1) there was less reliance on syntactically simple construction, (2) questions about personal information and actions and intentions questions increased, (3) requests for factual information and classification questions decreased. (SRT)

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)

Sentence-combining exercises improve the psycholinguistic abilities of students developmentally ready to profit from them, by developing language skills used in the writing process. (JH)