Two approaches to translation, J. C. Catford's intuitive approach and Eugene Nida's analytic approach, are examined and criticized. A suggestion is made for testing translation validity. (SC)

Three experiments investigated the nature of productive forward linking (from semantics to syntax) and productive reverse linking (from syntax to semantics) in language-impaired children. Found that the normally developing control subjects showed a good use of productive forward and reverse linking, whereas the language-impaired subjects…

Advocates a reworking of lexical pedagogy with reference to the instruction of techniques of expression. (Text is in French.) (AM)

The ways in which preschoolers use the word "but" were studied. It was found that the eight preschoolers, who ranged in age from 3;9 to 5;5, were able to use "but" to express a number of different types of adversative relationships. "But" introduced clauses containing information that: (1) contrasted with shared knowledge about the usual state of…

This paper attempts to demonstrate that: (a) syntax is dependent on factors of cognitive and non-cognitive meaning; and (b) criteria for linguistic competence can only be fully met when full command of cognitive and non-cognitive meaning is present. Results have implications for future models of language and language acquisition. (CHK)

The purpose of this study was to examine the effects of varying the semantic content of active and passive sentences along a dimension of "personalness" on the comprehension of those sentences by preschool age children. The study focuses on a current linguistic controversy dealing with the relative adequacy of syntax-based and…

Argues for language tests based on a view of linguistic competence broad enough to recognize the importance of social-psychological factors in the use of language. Paper prepared for a conference on language testing at Idyllwild, California, November 7-8, 1968. (FWB)

This book describes how the child acquires a linguistic system before he is capable of verbal utterances or has developed the ability to structure language in a meaningful way. The first chapter of the book contains a discussion of previous language development studies on learning the mother tongue and proposes a hypothesis of language development…

This paper attempts to characterize what seem to be key movements in the teaching of EFL at various levels in Europe. These movements reveal that semantic approaches to language teaching are widespread. Recent research into the effectiveness of teaching methods has demonstrated how difficult it is to show whether audiolingual or cognitive code…

Bilingual and monolingual children were presented with experimental conditions where response mode and semantic information was varied. Forty children, 20 in each language-type group, responded in the present progressive and the past tenses to a series of colored drawings of simple activities. Half of the subjects responded to the task under…

Investigators agree that mothers employ a variety of request forms and that children seem to be able to respond to these forms with a remarkable degree of accuracy. It is suggested that the speech of mothers to their children is filled with requests which are really not requests at all. It is shown that many of what appear to be adult requests to…

Certain proposed theories on second language acquisition, their justifications, and their predictions about English are examined in this paper. The first section discusses the process of second language acquisition; the stages and strategies learners use and progress through on their way to mastery are described. The second section discusses the…