Claims that the mother tongue function in foreign language learning over a background of two or more languages is transferable to any one of the background languages and that this transfer is predictable by a set of principles. Presents applications of the principles to multilingual settings of Nigeria and Cameroon. (SED)

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)

Investigates the type of errors that can be shown to result from native language interference, specifically the production and perception of word juncture of American English speakers studying the Egyptian dialect of Arabic. Argues that word juncture phenomena are a function of syllable structure and presents other cases illustrating this. (SED)

Deals with several related problems of language contact, approximative systems, and language learning situations. Proposes the recognition of "fixed approximative languages" in relation to learning situations. (Author)

Presents a precise and detailed process to be used in error analysis. The process is proposed as a means of making research in error analysis more accessible and useful to others, as well as assuring more objectivity. (Author/AMH)

Reviews research on the psycholinguistic processes underlying second-language learning, especially as it relates to the concept of interlanguage and the contributions made by sociolinguistics, neurolinguistics, and cognitive psychology. (MSE)

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)

Discusses linguistic competence and performance and how analyzing second language learners' errors can provide clues about their interlanguage, which is useful not only for pedagogical reasons, but also for the forwarding of general linguistic theory. (EKN)

This article is intended to help teachers of German classes explain gender-number-case inflection. As a nominal is expanded from pronoun to noun phrase, inflections of the noun and adjectives relieve the burden of distinction from the determiner, increase the number of inflectional forms and provide redundancy for easy communication. (CHK)

Presents a measurement instrument for evaluating a second language learner's oral skills, which is based on a mathematical theory of communication, and which relies on native speaker judgment. (AM)

Sets up a model in which the functioning of the brain is seen in terms of a computer's operations; then considers the applications of such a model to foreign language teaching and learning, with particular emphasis on feedback and simulations. (KM)

Is phonetics essential in the learning of pronunciation? It is taught in the hope of aiding muscular-motor function and is therefore essential. The problem arises then of designing a course which supplies the learner with all relevant phonetic information during pronunciation teaching in the most effective way. (CFM)