Investigates the interaction between lexical knowledge and listening comprehension in a second language. Examines how 59 Japanese university students of low-intermediate to advanced English ability were tested using first-language recall protocols as comprehension measures. Concludes that efficient listening strategies may make comprehending…

Argues that R. A. Harris, in applying linguistic theory to technical writing, undermines his purpose by introducing irrelevant distinctions between competing syntactic theories and by failing to exploit the full potential of applications he mentions. Uses the passive construction to illustrate how linguistics can be used to advantage by technical…

Presents a conceptual model of certain processes that may underlie word selection. The model provides the basis of a mathematical expression that can calculate the total vocabulary available in English with an accuracy of 4.33 percent to 0.7 percent. (Author/CB)

Describes and illustrates several syntactic constraints on intrasentential pronoun reference, and provides operational examples of Paktus, a system that implements these constraints. An argument is made for the advantages of this system over another particular system that addresses roughly the same phenomena. (GLR)

Provides a definition of comparison questions and shows how they relate to the semantic categories of two taxonomies for classifying questions, both of which omit comparison questions. Examines the comparison questions that auditors generate when they diagnose problems in a company. (SR)

Describes a three-phase approach to teaching translation: (1) decoding the "macro" (beyond sentence level) and the "micro" (sentence or phrase level) elements of the passage; (2) coordinating the elements of the original language text with the target language text; and (3) producing the text in the target language. (CFM)

Describes the use of a particle-led analysis of phrasal verbs to reduce English-as-a-Second-Language students' frustration in learning about phrasal verbs. (Author/CB)

Attempts to shed light on the selection of future time expressions in English tense usage. Descriptive accounts of time usage expressions are reinterpreted against the background of the theory of utterance interpretation known as Relevance Theory. (31 references) (Author/VWL)

Approaches the analysis of proper names from the point of view of communication. An attempt is made to show that the various uses of proper names can be accounted for in terms of the assumptions the hearer makes about the speaker's thought as expressed through her utterance. (Author/VWL)

Demonstrates the important need for language researchers to fill in the considerable theory data gap regarding the primary acquisition of Spanish by pointing out that theory development could be distorted if cross-linguistic comparisons of acquisition evidence draw on a faulty, incomplete data base. (CB)

In three experiments, children listened to a story and were asked to repeat "the last word" or "the last thing" they heard. Found that children as young as 4.5 to 5 years treat both open and closed categories as words and clearly differentiate between words and things, contradicting the notion that children cannot focus on…

Discusses the evolution of the connectionist model of language processing, focusing on the parallel distributed processing (PDP) model proposed by Rumelhart and others (1986) that explains the microstructure of cognition in terms of interactive activation between elementary input, output, and intermediate processing units linked by weighted…

The problem of providing a systematic understanding of Language Awareness (LA) is reviewed. Topics covered include principles behind the various terms used to refer to LA and types of knowledge about language, intervention, and the value of studying genre awareness. (39 references) (Author/LB)

Explores the importance of grammatical morphemes for constructing spatially organized situation models, especially how readers infer location in spatial models from prepositions and verb-aspect markers. Shows that grammatical units are as important as lexical units for guiding the construction of situation models during comprehension. (SR)

Halliday's view of all learning as a form of language development is supported as a first step, but an argument is made for a view of learning as induction into discourses as ways of being, not just ways of using words. (Contains 19 references.) (LB)