Describes a study which tested the proposal that adults learning second languages transfer errors from their first language (L1) to their second language (L2) when the L1 has activated a parameter of Universal Grammar which is not operative in the L2. The subjects were native Spanish speakers learning English. (SED)

Presents a prototype of a computerized grammar kit written in PROLOG and designed for children interested in exploring language. PROLOG's advantages for building parsers, generators, translators, and question-answering systems are discussed, and a scenario of a child working on a grammar project using the kit and implementation issues are…

Describes a comparative study of interrogative words in Spanish and English, which resulted in a series of hypotheses about the way Spanish speakers convey the interrogative how plus adjective or adverb. To test the hypotheses, surveys were conducted with native Spanish speakers. Surveys and results are discussed. (AMH)

Eight special-purpose French-language dictionaries are described, including an illustrated edition, works oriented toward young children and intermediate second-language learners, etymological and grammatical dictionaries, and two literary references. (MSE)

This guide is intended to help instructors of business Spanish select appropriate texts for their students. Presenting capsule reviews of 12 of the leading texts currently available in business Spanish, it contains information on the level, focus, pedagogical approach, content, types of exercises, and strengths and weaknesses of each text. (SL)

Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

Focuses on several myths and fallacies prevalent in the field of French grammar. The importance of keeping up-to-date with language and grammatical usage is stressed, since the rules of language do change. Thus, the validity of the linguistic content of French grammar books must be questioned, so that any outmoded or invalid concepts can be…

Presents a brief introduction to study of rhetorical structures in everyday English use. Emphasizes typical structures in texts and the words that signal and mediate between major types of information. The basic theoretical concepts are studied first, followed by detailed analysis of structure, word choice, and style. These concepts are applied to…

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

Examines the problems of writing grammatical rules for the writing of telexes and makes some suggestions as to how to teach comprehension of telex messages. Emphasizes the inconsistency in style, length, and form of telexes, and the impact this has had on international correspondence, which involves many nonnative speakers of English. (SL)

Four basic reasons why deaf children do not transfer learning drill-taught grammar to written language; they include the students' inability to associate the drilled concept with the identical concept in written contexts. Among four corrective approaches is the constant referral to use of a concept in books and other materials. (MC)

Explores the use of reflexive pronouns in French. (Text is in French.) (CLK)

It is often taken for granted that speaking a foreign language is more important than writing it. Writing is, however, important and paradoxically we can only improve our spoken language by writing. Vocabulary and structures are more important than pronunciation and these aspects are, by and large, common to both speaking and writing. (Author/CFM)

Discusses the inadequacy of structural exercises in first language instruction, and affirms the importance of oral communication in first language acquisition. (Text is in French.) (AM)

Examines the accomplishments and merits of structural exercises in relation to other methods of language teaching. (Text is in French.) (AM)