Surveys trends in linguistic thought over the past 50 years, with particular reference to structuralism and generative grammar. (AM)

Sentences in a high school French I textbook were examined to determine the extent to which the writers controlled French syntactic surface structures in terms of their differences with English equivalents. Results show students were exposed to L1-L2 syntactic differences without explanation, and such sentences could cause future difficulties.…

Five studies were carried out to analyze role of short-term storage in reading of organized text. By interrupting the subject's reading with a distractor task, information that was being carried in short-term storage was removed. It was found that this interruption effect could be countered by giving the subject the last one or two sentences that…

This article uses an animate/inanimate distinction in "se" constructions in Spanish to explain how to comprehend the messages conveyed by such constructions. Depending on the verb form, the emphasis may be on the event rather than the performer, or indicate that the speaker accepts no responsibility for the event. (CHK)

Reports a study investigating surface structure complexity, transformational sentence type, and sentence length as variables in a sentence imitation task with preschool children. (TO)

Presented at "Translation 73," a conference on the present state of literary translation, Columbia University, March 30, 1973. (DD)

Examination of two works by Per Aage Brandt, "Pour une chromatique. Note sur des prepositions francaises" in "Lingua e Stile," 1971, and "L'analyse phrastique: reflexions pour une grammatique;" both of which discuss the need to develop a grammar superior to transformational grammar or Chomsky's surface structure-deep structure option. (DD)

According to Cowan, an underground rule is one that affects underlying but not surface structure of the item responsible for a phonological change. (DD)

Field work conducted under the auspices of the Summer Institute of Linguistics, 1957-1971; research partially supported by a grant from the National Science Foundation. (DD)

Attempts to show that phrase-structure diagrams (commonly called trees) are inadequate for the representation of meaning, particularly for that variety of meaning called descriptive content. (RS)

Why Not V?'' refers to the grammatical structure Why Not (plus) Verb?'' (RS)

Investigation supported by a grant from the U.S. Office of Education. (VM)