The difficulty of understanding embedded sentences is discussed in relation to Bever's hypothesis: if a sentence segment has a double function by means of the same processing strategy it is difficult to interpret the sentence. An alternative to this theory is proposed due to the author's experiments. (SCC)

The modal auxiliary system in both German and English is seen as a grammatical category (relative assertion) which stands in specific opposition to the absence of a modal in a sentence (factual assertion). (Available from North-Holland Publishing Co., P. O. Box 211, Amsterdam, The Netherlands.) (CHK)

Discusses the difficulty of describing the linguistic approach to the study of language to a non-linguist. Points out certain differences between traditional grammar, structural analysis and contemporary language analysis and gives a short description of the notion of generative grammar. (Text is in Spanish.) (TL)

The fact that impersonal verbs in Russian do not form active participles or gerunds is discussed and explained. (RM)

Critizes pure audiolingual methodology in the teaching of Russian, offering alternatives of a more traditional nature. It is felt, in particular, that there is a place for limited use of the students' native language for explanatory purposes and linguistic analysis. (Text is in Russian.) (DH)

Comments upon phonological, grammatical-syntactic, and lexical interference phenomena affecting the German learner of English, their causes and effects. Similarities between such phenomena in the two languages cause more difficulties than contrasts do. There is greater danger of under-differentiation than of over-differentiation. (Text is in…

Verb stems are classified according to the particular group of nouns they appear with. The system reflects a taxonomy of situations involving concrete objects. A verb is chosen according to the shape and number of the object, if it is sitting, falling, etc., and according to the speaker's intention. (SCC)

The major divisions in Olympic Salish are not completely mutually intelligible. The major differences are lexical, and there are also some phonological and syntactic ones. The VSO order, the ways of indicating negatives, and the syntactic distribution of the copula are discussed. (SCC)

An analysis is made of three "wh" words -- what, which, and who -- which are most frequently used as interrogative and relative pronouns in English. An attempt is made to find some formal syntactic markers distinguishing these two uses and consequently to postulate distinct feature matrices for them. (Available from: See FL 508 214.) (Author/RM)

Various games are described for the teaching of English to adults. The focus of the language and learning games described is on samples of language constructions as for example "may have + infinitive" or the question pattern with "do/does". (IFS/WGA)

The problem of determining the grammatical correctness, as opposed to semantic correctness, of the output of a generative system is discussed. (RM)

Some of the new statistical research of Wladimir D. Admoni and the language typology work of Winfred P. Lehmann is presented. It is then shown that the results of the two methods can be put together to bring forth new knowledge about the present-day tendencies of German syntax. (Text is in German.) (TL)

The following aspects of syntax in Indian English are examined: complex sentence formation, interrogative transformation, verb forms, and complementation. It is argued that a set of syntactic rules exists in all non-native second language varieties of English that will generate the non-stylistic deviant patterns discussed. (KM)

A discussion of the preservation of minority group languages, especially when the group is very small, in a pluriglossic community focuses on the situation of German in Sauris, Italy. The arguments commonly advanced against total linguistic assimilation into the majority language group are examined. Implications in support of minority language…

The second of three articles on the ways in which people formulate their observations, this paper begins with a discussion of the assumptions underlying analytical and class-based models of cognition. The analytical approach to the measurement of cognition is found to be inappropriate because human cognition, and consequently language processing…