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)

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)

In order to ascertain if providing verb pattern information permits learners to use verbs correctly, 24 verbs that share the same semantic feature (give) but that fall into different structural patterns were presented to two groups of advanced learners of English, only one of which was given information about verb patterns. (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)

Deals with problems related to the choice of an instructional model for the teaching of spoken English in India. A local model, Educated Indian English, is suggested as a realistic choice. (Author/RM)

A brief analysis of the complex English non-past tense contrasted with the simple Moroccan-Arab non-past. In English the non-past is represented by many forms; in Moroccan-Arabic it is represented by few forms. This fact is the cause of confusion to the Moroccan learner of English. (AMH)

This article concentrates on problems faced by Italians when learning the stress of English single, cognate, and compound words. (CHK)

Diglossia is characterized here as a pattern in which a culture recognizes different language varieties. This paper deals with implications of Arabic diglossia for the teaching of English to Arab students. (CHK)

In order to show the problem second language learners face when confronted with ambiguity, this article explores the linguistic and metalinguistic strategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skills of native speakers but resemble--in knowledge of English-- children acquiring…

In combatting phonological interference in second language learning, attention should be paid to interference-producing aspects of the actual dialect that is the student's native language, rather than to the "standard" form of the language. (JB)

Reports on an experiment which sought to use the cloze procedure to test progress in listening skill development in German-speaking students of English. (AM)

Argues that it is possible for non-native learners of English to use English spelling to predict the correct pronunciation of words. Word stress and vowel quality are focused upon: their communicative importance, treatment in ESL instruction, prediction by rule, and presentation in new ESL materials. (KM)

Language educators need to consider whether the goal for learning English as a foreign language is to be bookish "correctness" or something approaching the competence and performance of at least moderately well-educated native speakers. Grammatical usages and pronunciations are considered and comparisons with other languages are made. (SW)