Examines epistemic modality in English, the kinds of qualification a basic statement like "he's right" undergoes when changed to "I think he's right" or "he must be right," and creates a structure for its analysis. Simple scales of modality are rejected and pedagogical implications are discussed. (MSE)

Describes a model which attempts to give students and teachers of English as a second language an overall view of the English verb system in order to help them grasp some of the concepts which underlie each choice of tense and aspect. Discusses how it can be used at different levels. (SED)

Three studies of children's verb meanings examined the development of action categories and evaluated a model which posits that categories specific to self-action or observed action are extended to encompass both kinds of instances as children develop the ability to note parallels between themselves and others as initiators of action. (Author/BW)

In order to ascertain if providing verb pattern information permits learners to use verbs correctly, 24 verbs that share the same semantic feature (give) but that fall into different structural patterns were presented to two groups of advanced learners of English, only one of which was given information about verb patterns. (SED)

Examines the development of children's knowledge about the presuppositions of cognitive verbs that take sentential complements. Results indicate that the presuppositions of the factives "know,""forget," and "remember" and the nonfactive "think" are not learned until age four. "Believe," which has factive and nonfactive properties, is mastered…

Describes creative techniques for enabling the learner to grasp the concept of the future. Usage and grammatical constructions requiring the future are discussed and illustrated with examples of classroom exercises and activities. (MSE)

Compares two analyses of a verb phrase deletion in a particular English sentence with a third analysis and shows that the analysis that takes the word "would" in the sentence as a proform has significant advantages over the analysis that posits a deletion site after "would." (SED)

Discusses four problems common to English as a second language students: (1) the use of "they" as a sex-neutral, third person singular pronoun; (2) the use of "I wish"; (3) how stress affects meaning; and (4)word pairs ending in "ate," in which the noun and verb have different pronunciations. (EKN)

This article is an attempt to distinguish verb complements from sentence complements in English by examining the extent to which verb phrases can be pronominalized with "do so" and "so" constructions. (CDSH/CLK)

Children at three age levels were administered Schutz and Keislar's word-span task using nouns, verbs and functors as stimuli. (Author/RM)

This feature consists of exercises in vocabulary, grammar, and language use for the student of Spanish as a second language. (Text is in Spanish.) (CLK)

Compares consonant mutations in English and Russian, and proposes a method for teaching these mutations to students of Russian as a second language. (CHK)

This collection of papers considers processes involved in language change and issues of how they can be modeled and studied. After "Introduction" (Raymond Hickey), there are 15 papers in 6 parts. Part 1, "The Phenomenon of Language Change," includes: (1) "On Change in 'E-language'" (Peter Matthews); and (2)…

Revised and enlarged version of a paper given at the Fifth Sino-Tibetan Conference, University of Michigan, Ann Arbor, October 1972, entitled "Old Chinese S- Clusters, Some Dialect Alternations and Traces of the Sino-Tibetan S- Causative." (DD)

Expanded version of a paper presented at the Annual meeting of the Linguistic Society of America, St. Louis, Missouri, December 28, 1971; research supported by a grant from the Graduate School, Southern Illinois University at Carbondale. (DD)