The notes and articles in the present compilation constitute, for the most part, reports of work in progress by the Language Research Foundation staff, and are circulated to interested scholars for the purpose of inviting comments, criticism, and suggestions. Contents include: (1) "The Export of TESOL: Are Audio-lingual Techniques Universally…

The formulas presented in this paper provide the means for showing the ease with which scientific information can be passed from one language into another. The formulas are based on several factors. The linguistic barrier can be measured to illustrate the relative degree of difference between two languages based on a comparison of vocabulary,…

Argues that literature should have a place in the foreign language classroom even at the beginning level. It aids in clarifying vocabulary, grammatical structures and certain cultural idiosyncracies. (Text is in German.) (TL)

Compares the error-grading system of Zydatiss (in 'Linguistik und Didaktik', No. 24, 1975) with examples from the "Natural L2 (Second Language) Acquisition" project, and raises the question of how far it is possible for a teacher to utilize the approach of a self-guided language-learning process. (IFS/WGA)

Attempts to show that study of the differences between English and Chinese can help account for the difficulties Chinese speakers have in learning English and vice versa. Discussion focuses on: What devices are used to signal important structural meanings in the two languages? How do they differ from each other? (Author/KM)

In this study the inadequacies of rules governing the present perfect in isolated sentences are discussed and then two contextual factors thought to be connected with current relevance and the use of the present perfect are described. These factors are experimentally shown to influence use of the present perfect significantly. (CHK)

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)

Discusses H. Zobl's paper, "Configurationality and the Subset Principle: The Acquisition of V' by Japanese Learners of English," and asserts that the subset principle, with certain adaptations, can apply to second language learning. In the context of Universal Grammar theory, first and second language acquisition are clearly different.…

Analyzes intermediate English-as-a-second-language learners' (N=63) written responses to high and low cognitive level questions. Results indicate that although the degree of linguistic inaccuracy remained stable, the higher order of cognition increased both the amount and the order of syntactic complexity of written English responses. (Author/CB)

Focuses on the learner's problems in producing the correct grammatical gender for a given noun in German. Discusses the complexity of gender assignment and the lengthy process of acquisition of gender. Examines error patterns made by English students of German. (Author/LMO)

Describes a study that explores whether less fluent non-native listeners attend more to syntactic than to semantic cues by testing three groups: native English-speakers and advanced and intermediate non-natives. Results show that semantically acceptable responses increased progressively for intermediate, advanced, and native groups, while…

Discusses the current approaches to interlanguage syntax, focusing on the goal of finding consistency and pattern in syntactic variation. Some themes contributing to descriptive approaches include: the transition from morphosyntax acquisition studies to those of more complex syntax, the emergence of syntax from discourse, explicitness, and the…

Discusses the use and syntax of the adjective in French. (Text is in French.) (CLK)

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)

Describes a project designed to investigate the use of computer-aided instruction in the teaching of French syntax. (CLK)