This paper represents a partial condensation of the results of a study covering 14 months in a Russian-speaking child's phonological development. Evidence supports a theory of phonological acquisition formulated by Olmsted (1971), and offers detailed information on the child's acquisition of specific phones. (CHK)

A study of graphic disorders observed afflicted with cortical lesions. The topics discussed are: elements of graphic activity, linguistic theories on the relationship between written and spoken language and the principal theses of aphasiologists on disorders in written language. A bibliography is attached. (Text is in French.) (AMH)

An introduction to this issue of "Langue Francaise," on the relationship between linguistics, sociolinguistics and sociology. An overview is presented of the research methodology of each of these sciences, the contributions of generative grammar, and the point of view of the linguist, sociolinguist and grammarian. (Text is in French.) (AMH)

Proposes that communicative language teaching must be evaluated in light of second language acquisition theory and research. Argues that without this critical perspective, communicative language teaching runs the risk of being no better than the traditional methods it was intended to replace. (SR)

Examines the changes in how researchers perceive the relationship between theories of language and theories of language acquisition. It is determined that a theory of grammar is a necessary component in native language acquisition and may also be required for second-language acquisition. (Author/CB)

Contrasts two approaches for investigating second-language teaching, arguing that the educational approach, which starts with a pedagogical issue and examines it through pedagogical, theoretical, and empirical sources, is more comprehensive than the linguistic approach, which primarily consists of the applications of linguistic research.…

Answers to theoretical questions about the place of input in a formal second language acquisition model are dependent on a distinction between two kinds of learner hypotheses. Type-N hypotheses require "negative evidence" for testing, while Type-P hypotheses are tested on the basis of "positive data" alone. (Author/CB)

Describes motherese as higher vocal pitch relative to the pitch of adult to adult speech. Research literature pertaining to this issue is discussed and deficits in the resulting knowledge base are then identified. Concludes with an outline of current developments in research in this area. (BSR)

A blind multiply handicapped preschooler was taught to respond appropriately to two adjacency pair types ("where question-answer" and "comment-acknowledgement"). The two alternative language acquisition strategies available to blind children were encouraged: echolalia to maintain communicative interactions and manual searching…

Described are the history of the study of language disabilities, briefly outlining the work of Samuel Orton, Judson Herrick, Adolph Meyer, and Paul Schilder; Lauretta Bender's development of the Bender Visual Motor Gestalt Test; and the basic principles of language disorders, including familial patterns, maturation lag, plasticity, and nonfixated…

Research findings on semantic cohesion within a sentence and its effect on individuals' performance in using the sentences illustrate how research methodology can influence research outcomes. (MSE)

Reviews recent research on aspects of mass media that use a sociolinguistic framework. Argues that linguistic strategies used by media personae to foster the appearance of neutrality as well as aspects of attribution are rich areas for sociolinguistic investigation. (SD)

Direct links between Australian English and the Australian culture are drawn. The author proposes ways in which a linguistically precise and culturally revealing study of linguistic phenomena such as expressive derivation, illocutionary devices, and speech act verbs are related to Australian society, history, culture, and "national…

Strengths and weaknesses of three approaches to the study of the input requirements of second language learners are described. The data-oriented, the language-model, and the processing-model approaches are then compared with respect to their claims concerning the metalinguistic needs of the learner. (Author/CB)