The general-specific concept, here defined as a matter of thinking in wholes and in parts as they relate to wholes, is examined as the key to the native English speaker's use of the" and a" as well as some" and any." Implication for teaching these forms to learners of English as a Second language are discussed. (FB)

Recommends a return to the traditional approach of studying grammar via sentence diagraming. (SW)

Continuing series featuring points of grammar. (DS)

Containing series featuring points of grammar. (DS)

Defining a collective noun as "a noun that may operate as either a singular or plural noun--the number of the noun being determined by the verb of the sentence or main clause in which it occurs or by anaphoric reference," the author identifies three groups of collective nouns. (FWB)

"Kindergarten pupils were asked to construct plurals for new synthetic singular nouns (Singular-Plural sequence) and to construct singulars for new plurals (Plural-Singular sequence). Half of the subjects performed these tasks under a feedback condition: Results indicate that the feedback condition produced a substantial learning effect,…

The second language learner, in acquiring grammatical rules, must draw hypotheses about language from exposure to examples and use these hypotheses for creating further utterances. Mistakes which force the formation of new hypotheses are a natural part of this process. A sample lesson taking these factors into consideration is presented. (FWB)

Four language disordered children (4 to 9 years old) were presented with a four-step program designed to achieve generalization of target grammatical rules to spontaneous discourse. Trained target rules increased in frequency while untrained rules did not. (Author)

Discusses the value of using translation exercises in the second language classroom, specifically for the insight they afford into the organizations of meanings in different languages and cultures. (EKN)

Discusses a method of teaching French past tenses in which students are taught to choose the appropriate tense by learning to view the situation as a native speaker, instead of by trying to memorize and apply very specific grammar rules and all their exceptions. (EKN)

Examines the acquisition of grammar principles by deaf and second language students. Also discusses error correction and how to decide what should be taught in the classroom. Available from the English Department, Gallaudet College, Washington, DC 20002. (EKN)