A language teacher urges the use of authentic listening materials that do not conform to the strictest standards of spoken usage, as a way of getting to know the language's norms and variations. (MSE)

Uses of slides in the French language classroom for vocabulary development, enhancement of listening comprehension, stimulation of speech, and grammar review are discussed. (MSE)

Examines style shifting in the use of three past tense morphemes by 17 intermediate learners of English as a second language. Style shifting is explored within a single discourse mode--narrative--according to the amount of time made available. Data were collected under three conditions: (1) planned writing; (2) planned speech; and (3) unplanned…

Responds to a call for proof of the effectiveness of the basic writing program at Indiana University-Purdue University at Indianapolis, and documents a marked increase in the success rate of basic writers after the program had shifted from a traditional product centered course to a process course. (RS)

Compares written expression of temporal relationships by American and Mexican children fourth- and ninth-grade children (N=80) receiving long-term second language instruction to that of native speaker children of the same grade level. Nonnative speakers use the same general patterns of syntactic, lexical, and discursive devices for expressing…

An analysis of the forms of French spoken in one area of France and two regions of Canada, focusing on the "ne" of negative forms and the occurrence of the /l/ in clitic pronouns and definite articles, is presented and possible historical explanations are discussed. (MSE)

Describes ongoing research aimed toward finding a minimum discourse grammar to help Brazilian students learning English for special purposes to cope with the sort of texts they have to read in their own disciplines. The research has involved review of scientific philosophy, a reading miscue study, and a comparison of English and Portuguese…

Questionnaire responses of college students revealed that those pursuing modern language or linguistic degrees (N=63) were significantly more aware and knowledgeable of traditional grammar than were students pursuing other degrees (N=175), although many had studied a foreign language at the secondary school or college level. (CB)

Examination of the transition to purposive use of intonation with single words for two infants revealed that both clearly used rising tones to ask questions by 1.5 years of age and demonstrated widespread and gradual grammatical use of intonation. (Author/CB)

Presents the Wilkinson Scales for writing assessment and shows how one eighth grade student's essay, using the scales, can be evaluated for grammatical and mechanical problems without devaluing the emotion that went into its composition. (JC)

Discusses shifts in language/composition research over the past 20 years as they relate to an emerging consensus about English teaching. (SRT)

Discusses four major outcomes of studies on language acquisition and the dimensions of the concept of communicative competence that need to be substantiated empirically. Warns that classroom teachers may go further than theoreticians in condemning the teaching of grammar, as if communication were something to be acquired in spite of grammatical…

Examines the lexis of two university students and identifies their styles and competence levels. (DF)

Describes a teaching method that uses Molly Bloom's soliloquy from James Joyce's "Ulysses" to teach punctuation to freshman writing students. Argues that the assignment helps students discover their power as orderers. (EL)

A survey of university faculty responses to questionable usage by their students reveals a wide variation in expectations with regard to usage among the group. Suggests the need to devise strategies that take into account the wide gap between the ideal of proper grammar and the reality of an infinity of standards. (RBW)