For the past 30 years, much has been written about the works of Noam Chomsky. A comparison is presented of the latest writings about Chomsky (in particular P.M.S. Hacker's 1990 work) with those written in the early 1960s. (CFM)

Discusses two experiments designed to test the following hypothesis: translation which proceeds from surface structure to surface structure causes greater interference than delayed interpretation across languages that stores the ideas in deep memory and expresses them later in the target language. (Author/CFM)

The fact that impersonal verbs in Russian do not form active participles or gerunds is discussed and explained. (RM)

This article consists of a practical semantic explanation of the embedding process in French and English, and outlines a methodology devised to facilitate the teaching of this process. (CLK)

An experiment in second language reading comprehension tested the hypothesis that similar surface and deep structures in L1 and L2 imply a similar means of passing from surface to deep structure. Dutch learners of French were the subjects. (CHK)

Paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. (VM)

This article notes some problems arising from treating verb-final German word order as basic, as suggested by previous articles, and suggests that communicative competence and understanding of work-order principles would be better achieved with early introduction and drill in all three order types. (CHK)

Grammar translation method, direct method, and Army and audiolingual methods used for teaching modern foreign languages in America are described. A method based on psycholinguistic research and the theory of generative grammar is described, and its implications in teaching Mandarin Chinese are discussed. (RM)

A method of teaching question formation in the Chinese language by use of transformational grammar is described. (RM)

Proposes an analysis of the impersonal sentence in Russian based on the Fillmorian case grammar model and intended for use in second language instruction. (CHK)

Briefly discusses the work of L. Jakobovits, R. Wardhaugh and R. Lakoff with respect to current behavioristic and cognitivist theories of language learning. (PM)

Instructional strategies targeted for differentiating between German verb synonyms have involved: (1) extended paraphrases or definitions in German and/or English; (2) reference to stylistic and/or contextual differences; and (3) the use of syntactic and/or semantic features. Application of these strategies is shown with the…

Seeking out inter-language differences in the execution of a contrastive analysis is given priority over looking for manifestations of language universals. But unless a contrastive study is based upon an understanding of language universals and contains a set of instructions for how each language realizes them, the common ground for contrast can…