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Zimmermann, Rudiger – International Review of Applied Linguistics in Language Teaching, 1972
Descriptors: Comparative Analysis, Contrastive Linguistics, English, German

Pusch, L. F. – International Review of Applied Linguistics in Language Teaching, 1975
Summarizes author's work in developing a transformational-generative grammar which can account for concurrent production of two or several languages. (DH)
Descriptors: Bilingualism, Contrastive Linguistics, Language Research, Linguistic Theory

Butler, Christopher S. – International Review of Applied Linguistics in Language Teaching, 1975
Describes a syntactic study (undertaken at the University of Nottingham) of some linguistic features of texts taken from recent German chemical journals. The study was intended to aid in the development and improvement of courses in German offered to students of chemistry. (RM)
Descriptors: Chemistry, Course Content, German, Grammar

Peters, F. J. J. – International Review of Applied Linguistics in Language Teaching, 1980
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)
Descriptors: Contrastive Linguistics, Grammar, Language Research, Language Usage

Netsu, Machiko – International Review of Applied Linguistics in Language Teaching, 1984
Discusses the production of anomalous sentences by non-native students of the Japanese language and suggests that the primary cause of various errors indicated in such sentences is the confusion with English "when." In addition, it is suggested that error analysis can help clarify the nature of grammatical problems and facilitate learning of…
Descriptors: English, Error Analysis (Language), Grammar, Japanese

Cook, Vivian J. – International Review of Applied Linguistics in Language Teaching, 1977
This article describes a series of experiments concerning the relationship between cognitive processes and learning a second language. Similarities and differences between first language acquisition and second language learning by children and adults are discussed. (CFM)
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Research

Preibusch, Wolfgang – International Review of Applied Linguistics in Language Teaching, 1980
Discusses the theoretical foundation for Ferguson's correlation between speed in detecting syntactic errors in written English and acquisition of the listening comprehension skill. A detailed analysis of Ferguson's procedure is given along with references to other pertinent literature. The original conclusions are questioned. (AMH)
Descriptors: Language Processing, Language Research, Learning Theories, Listening Comprehension

Chiang, Joseph S.; Costello, John R. – International Review of Applied Linguistics in Language Teaching, 1983
Presents data which indicate that the language learning capability of adolescents and adults who are acquiring a second language differs from that of children who are acquiring their native language. Discusses consequences for second-language teaching methodology. (EKN)
Descriptors: Adolescents, Adults, Chinese, Comparative Analysis

Sheen, Ronald – International Review of Applied Linguistics in Language Teaching, 1980
Discusses the literature on interference as the cause of errors in second language speech. A study is reported which shows that interference by the native language is most often the factor responsible for the largest number of mistakes in grammar and vocabulary. (Author/AMH)
Descriptors: Adults, Bilingualism, Discourse Analysis, Error Analysis (Language)
Wajskop-Hianne, M.; Renkin, A. – International Review of Applied Linguistics in Language Teaching, 1968
With the immediate aim of reinforcing the productive and receptive control of ordinary spoken language, experiments were undertaken using two methods of teaching French to university students with some knowledge of the written language. The first of the two groups involved in the experiment completed a 240-hour course consisting primarily of…
Descriptors: Audiolingual Methods, Audiolingual Skills, College Language Programs, Comparative Analysis