This paper proposes that resultative verb-particle constructions (VPCs) have an underlyingly different structure from idiomatic VPCs; both structures differ from the Small Clause analysis of R. Kayne (1985) et al and the verb-particle complex analysis of K. Johnson (1991). Empirical support for the new proposal comes from anaphor deletion facts…

It is proposed that literary translation is intrinsically an act of literary criticism. This theory is illustrated by discussion of specific problems in translating Sartre's "La Nausee" and Leonard Forest's "Le pays de la Sagouine," especially the use of verb tense. (MSE)

In looking at the hierarchical structure of a composition, it is practical to diagram the natural text in T-units in a three-dimensional matrix based on the three hierarchical relationships between T-units: coordinate, subordinate, and superordinate. In this matrix, a coordinate relationship, which results from conjoining, elaborating, and…

Some basic notions of cognitive grammar are introduced in a discussion that emphasizes the importance to linguistic semantics of the way in which we construe a perceived situation. It is concluded that developing an optimal account of semantic structure and of grammatical structure are best conceived as simultaneous, mutually informative…

Verbal elements in Cairene Arabic are investigated in the light of two opposing hypotheses, one stating that the elements constitute a unit, the other stating that each element is an independent predicate. (AM)

Using a particular sentence type--an exclamative construction referred to as "Nominal Extraposition" (NE)--this article outlines a formal model in which grammatical description includes the description of use conditions on form-meaning pairs. The article suggests that the relationship between NE and like exclamatives can be represented in an…

Criteria for defining individual members of the preposition word class are set forth. Arguments are presented against calling prepositions meaningless, yet it is conceded and explained that those which occur in wider contexts are vaguer due to their greater variability. The unitary, polysemous, and/or homonymous nature of prepositions are…

Examines the negative consequences of using pedagogical grammars of English dominated by theoretical models which affect English as a second language composition. Limitations of these "models" include: lack of broad vocabulary, semantically "empty" verbs, and an emphasis on the use of awkward grammatical structures, which are regarded as more…

Presents one viewpoint regarding the teaching of irregularities of language structure in courses on English as a Second Language, particularly irregularities of morphology and syntax. It is argued that the vocabulary and morphology of English could be simplified if certain constraints were removed and proposes that certain common language patterns…

In order to account for the ways in which combined and decombined sentences work, and to determine why some texts are perceived as being well-written and others are perceived as poor and ineffective, 11 texts were selected for distribution to students for ranking, all on the same topic--the Civil War. Overall, students ranked Bruce Catton's "Grant…

Paragraphs, as well as sentences, can be spoken of as having a deep and a surface structure. The amount of deep structure of the paragraph that is mapped onto the surface paragraph is related to the mode of discourse in which the paragraph is found: the deep structure in scientific paragraphs is relatively uncomplicated with few assumptions made;…

Modern linguistic theory offers two main contributions to the improvement of writing: readability and appropriateness. Readability can be developed by improving the correctness of forms used and achieved by carrying out an error analysis on the student's writing to provide insights into errors and clause structure. Linguists have determined that…

Discusses the three main approaches to defining language knowledge and use: (1) the structural approach, (2) the functional approach, and (3) the general proficiency approach. Asserts that each approach has specific consequences for language testing and that no one approach can claim to be the only way of representing that knowledge. (Author/SED)

This report offers a critique, from a linguistic viewpoint of the approach to grammatical description and prescription found in commonly used Australian school textbooks in 1987. Attention was directed solely towards grammatical content. A review of 41 primary and secondary level texts was conducted. All texts were published in Australia, and all…

Examines some of the theoretical and practical objections to error analysis and proposes it would be more appropriate for teachers to lead students through the use of creative language exercises into the use of many of the possible sentences in a language. (HOD)