Part II of a continuing series on French grammar. (DS)

Presentation of a series of drills and suggestions on how to use them. According to the author, "the aim of these drills is not the inculcation of meaning, but fluency and skill in sentence manipulation." (FWB)

A system for verb classification is developed and 214 irregular verbs are classified accordingly. (FWB)

The evolution of one-stem verb theory since Roman Jakobson's 1948 study of Russian conjugation is outlined, and adaptations of his one-stem conjugation methodology for current classroom use are discussed and compared. (MSE)

Discusses the various functions of the Spanish gerund/participle: (1) as a constituent in the progressive construction, (2) as an adverb, (3) as an adverbial, and (4) as the head of clause. (EKN)

Argues that sentences in the "have a V" frame are not idiosyncratic, but exhibit orderly and systematic behavior and are governed by strict semantic rules. Discusses 10 subtypes, each with a slightly different semantic formula. (EKN)

Research results show that it may be possible, within limitations, to facilitate discrimination by infants of inappropriate from appropriate verbal descriptions of a visual event, by emphasizing the agent component in a simple sentence. (Author/JB)

Research with young Hebrew-speaking children revealed a development in linguistic control of the system of verb-pattern alternation from nonalternation to near mastery, with the concepts of causativity and distinctions in transitivity being lexicalized earlier than others. (Author)

Discusses an attempt by Chr. S. Stang to establish a proto-Lithuanian present paradigm for the verb "megti" (to like), questioning the existence of the second singular form "-ai." Argues that the few examples of this form, all from a single Bible translation source, afford shaky support for its existence. (Executive Office of the AABS, 231 Miller…

Proposes an analysis of German passive based upon internal structure rather than translation conventions from Latin and Greek. Claims that this approach leads to a description of the perfect participle as an adjectival complement, which eliminates the classification of a passive voice for German and simplifies the learning task. (MES)