Claims that mere frequency of presentation is not enough for efficient vocabulary learning to take place. Each item should be presented in a wide range of syntactic contexts. It should also be noted that even apparent synonyms may not be substituted one for the other in any sentence-frame. (AMH)

The psycholinguistic experiments reported here lead the author to the conclusion that there is a definite interdependence between semantic values and syntactic functions in the construction of sentences and that a satisfactory interpretation of syntactic encoding demands a consideration of the personality structure of the individual speaker.…

Presents an analysis of the similarities and differences between the temporal conjunctions "when" and "while." (AM)

Summarizes author's work in developing a transformational-generative grammar which can account for concurrent production of two or several languages. (DH)

A comparison is made of two different approaches to the treatment of modals in the framework of a transformational grammar--that of Seuren, who analyzes modals as "operators," and that of the generative semanticists who take them to be "higher verbs." Implications for language teaching are discussed. (Author/RM)

Revised version of a paper presented at the Second International Congress of Applied Linguistics, Cambridge, England, 1969. (DS)

This article considers two specific problems which arise when seeking equivalent sentences in French and in English, that of the articles and of the forms of the verbs. Without determining the internal asymmetry of the two languages, the language learner will have a highly inaccurate picture of so-called equivalents. (CFM)

Proposes an approach to contrastive linguistics which takes into account syntax and semantics, and discusses the role of such an approach in explaining surface structure differences between English and Chinese sentences of the type: "He is a good pianist" and "I have a bad knee." (AM)

An error analysis was made of 26 essays written by English-speaking honor students in their first year of university German. Results illustrate the relative frequency of errors occurring in the sample, together with some possible explanations for certain types of errors. (SED)

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)

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…

Research supported in part by a grant from the U.S. Office of Education. (DD)