Examines the range of conditional sentences which appear in English in contrast to the restricted selection of conditionals usually presented to foreign students. Sample exercises for identifying types of conditionals and determining appropriate conditional structures are provided. (Author/LMO)

Discusses the subtle changes of meaning evoked by different sentence positions of "hace"-clauses. Analyzes the semantics of "hace" + TIME sentences which are the equivalent of English "ago." A presentation suitable for the beginning learner, using "since" + TIME as the English translation of the "hace"-clause followed by "que" is suggested.…

In a large-scale field experiment aimed at improving spelling instruction in Dutch schools, the effectiveness of a newly developed algorithmic teaching method was compared with the conventionally and commonly used analogy approach. The analogy group showed comparatively little progress in learning results. (Seventy-five test items are appended).…

Presents an evaluation of the Houghton Mifflin and Scott Foresman Reading Programs which reveals that stories in both of these series satisfy the requirements of a conventional story grammar. Suggests that such stories help children comprehend and remember the stories they process and serve as excellent models of narrative. (ARH)

Twenty language-impaired and 20 unimpaired children, aged 9-11, generated and retold stories and answered comprehension questions. The stories produced by language-disordered children contained fewer complete story episodes, fewer main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those…

Offers a sampling of results achieved by Relational Grammar in exposing "hidden rules" behind various facts of Italian, major conspicuous facts as well as tiny arcane ones. (CB)

Critiques Carstair's Paradigm Economy Principle (PEP) with regard to historical linguistics. The principle "one form, one meaning" (OFOM) is contrasted with PEP as providing a more satisfactory explanation for occurrences of morphological change. Latin and Maori paradigms are used as examples. (Author/LMO)

Applies general pragmatic principles to interpretations of noun phrase gaps. Argues that this approach reduces or eliminates the need for a grammatical explanation for anaphora, such as the one provided by Government and Binding theory. Examples are given from Guugu Yimidhirr, an Australian aboriginal language, and English. (Author/LMO)

Recounts an experiment of including a short block of time within a marketing class to instruct students in grammar and stylistics. (NKA)

Describes, through letters and narrative, how a teacher struggled with a stubborn adult student to teach him how to write. (SRT)

The fundamental link between language and action is the rationale behind the design of four interactive video programs intended to teach deaf children verb tenses, literacy, and reading comprehension, and to teach hearing parents of deaf children to use British Sign Language. The four interactive video programs are described. (MBR)

Theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) are compared with the Contrastive Analysis Hypothesis, and empirical evidence favoring the former is reviewed. Pedagogical implications of the MDH, a strategy for interlanguage-intervention, and several problems revealed in the literature are discussed. (MSE)

Relating to her own experiences and to her reading of "Language and Mind" by Noam Chomsky, the author argues for the teaching of traditional grammar. (HOD)

Readers and authors respond and reply to former articles on the teaching of grammar in the composition classroom and computer assisted instruction and the writing process. (HOD)

Lists sources in various branches of linguistics from N. Chomsky's transformational grammar to the Soviet school represented by L. Vygotsky and A. Luria. (DF)