The author discusses trends in teaching English as a foreign language in Japan and briefly comments on the value of pattern drills, transformation drills and contrastive analysis in language teaching. (FB)

A somewhat modified version of a paper presented at the annual conference of the National Association for Foreign Student Affairs, May 1969. (FWB)

States that language teaching materials aimed at producing competence in a language must be based on a knowledge of the rules underlying the language and considers transformational generative grammar as essential in developing such materials. (FB)

Maintains that students' understanding of the language structure" is of relatively low priority in elementary language arts education. (Author/RD)

Results of tests comparing the ability of children and adults to understand and produce sentences according to type (active, question, passive, negative) and complexity (simple, center-embedding, double-embedding). (Author/FWB)

Suggests teaching remedial composition students to use visual clues--markings and locational indicators--to analyze sentences and eliminate recurring grammatical errors. (AEA)

Chafe's theory of generative semantics, which uses spoken language for illustration, can be applied to American Sign Language in two ways: to combat the erroneous assumption that sign languages simply represent spoken language in visible form and to explain various parts of the grammar of American Sign Language. (MSE)

Three linguistic theories (the creolist, the transformationalist, and the ethnolinguistic) of the origin and historical development of Ebonics in America are examined. (Author/MC)

Proposes an alternative to transformational grammars, based on the notion that a grammatical system should be open to psycholinguistic interpretation, and disallowing grammatical transformations, dealing instead with the information content of sentence surface structure. (Author/AM)

Suggests using a sentence construction game to make basic writing students more aware of their linguistic ability and more comfortable dealing with grammar. Indicates that the experience helps students in revising their writing and introduces the experience of working creatively and playfully with language. (TJ)