Using a particular sentence type--an exclamative construction referred to as "Nominal Extraposition" (NE)--this article outlines a formal model in which grammatical description includes the description of use conditions on form-meaning pairs. The article suggests that the relationship between NE and like exclamatives can be represented in an…

Analysis of the French verb prefix "re-" finds its occurrence characterized not, strictly speaking, by meaning but by the variety of ways in which the verb itself and its prefixed form interact. Occurrences of "re-" are classified into five categories. Verbs not compatible with the prefix and several unusual cases are also discussed. (MSE)

An explanation of the ordering and co-occurrence constraints operating within French complement clitic sequences is proposed. It is argued that these template-formed syntactic constituents result from interaction of two features in conjunction with certain phonological constraints, and that once explained, the clitic sequence can be seen as an…

Discusses whether the hypothesis, within Natural Semantic Metalanguage theory, that the conditional and counterfactual constructions are semantic universals is justifiable in the case of Japanese. It is concluded that there is an unambiguous equivalent of the "if"-construction in Japanese, and that while there is an unambiguous…

Reports an investigation into the use of subordinate clauses in the writing of a class of 7- to 9-year old children when attempting five different writing tasks. Different patterns of subordination are discussed, between tasks and pupils, and in relation to variation in the writing of individual children when tackling the different tasks.…

Children (2;10 to 4;7 years) taught passive sentences with forms employing animate patients could produce and comprehend passives better than children taught with forms employing inanimate patients. This indicates that "perspective" is the cognitive counterpart to the formal category of subject and that language acquisition is connected…

Discusses phonic shifting or sound shifts through an examination of Grimm's Law, or the Germanic Consonant Shift. The discussion includes comments on why the phonic shift developed and its pattern. (10 references) (GLR)

Reviews and comments on the major points made in Albert Gessman's paper, "Grimm's Law: Fact or Myth?" Through the evaluation of the paper's 13 points, several ideas are pointed out that are believed to be crucial to Gessman's arguments. (29 references) (GLR)

Examines 11 types of uses of the English word "with," demonstrating that speakers who use the word have an implicit knowledge of its multiple meanings and uses, which far exceeds their explicit knowledge of the word. (CB)

An examination of the syntactic consequences of a notionalist grammar assumption supports the differentiation of major word classes in terms of combinations of notional features and predication or nominality components. (35 references) (Author/CB)

Argues that the i-within-i condition (Chomsky, 1981) is both empirically inadequate and theoretically incoherent. A definition for circular chains, a condition on the interpretation of the reference of free pronominals and anaphors, is proposed that adequately accounts for the data involving referential circularity that had been previously…

Relates characteristics of the Portuguese language to cultural traits of the Portuguese people, focusing on Portuguese history, art, and outlook. (MSE)

Perceives a need for new translations and reinterpretations of classical Greek literature. Considers reasons that some translations have passed into oblivion while others remain unsurpassed. Discusses the relationship between modern and ancient languages, the small size of the extant body of classical Greek literature, and the influence of modern…

Results of four experiments suggest that two-year-olds may be capable of forming inclusion relations when they hear a novel word for an object that already has a familiar name. (PCB)

Examines several aspects of functional load in English that may be relevant for assessing the relative importance of segmental features of learners' speech. Implications for the use of functional load in pronunciation drill books are discussed. (Author/CB)