Discusses a preliminary and sketchy hypothesis of second language comprehension based on empirical investigations into strategies and processes specific to second language comprehension. (Author/CB)

Presents some points of divergence between current English and French rhetorical theory. Documents a few standard forms of composition in French that are not found in the English. Assesses pedagogies typical of the French tradition and concludes that the theory and pedagogy of the two languages are quite disparate. (AEW)

An approach to teaching grammar concepts treats conceptualization as a process of sensitization, consisting of three stages: motivating the student to learn the concept, presenting the operating concept and the grammatical category in question, and consolidating and enriching the concept in the student's mind. (MSE)

Analysis of the distributional properties of non-syllabic vowels within word boundaries in Italian demonstrates: the role of phonological constraints on the distribution of non-syllabic words; the syllabification possibilities within each type of sequence by setting up a structural model; and the phonemic occurrences in vowel sequences collected…

Analysis of form-oriented and content-oriented lexical errors made by advanced German learners of English covers: theoretical aspects of form-orientation; a taxonomy of form-oriented approximations; content-oriented approximations; traditional concepts (of semantic organization); empirical evidence; and strategies for second language learning. (CB)

Supporting evidence from both neurological research in brain hemisphere functions and comparisons of the use of symbols in Eastern and Western cultures are used to advance the position that the capability of graphics software for microcomputers to combine textual and visual elements makes them a powerful and revolutionary communications tool. (CLB)

Reviews research and empirical evidence to refute three first language acquisition myths: (1) comprehension precedes production; (2) children acquire language in a systematic, rule-governed way; and (3) the impetus behind first language acquisition is communicative need. (Author/CB)

Discusses the types of arguments available for settling questions of phonological constituency. On the basis of these arguments the most frequently assumed syllable structure is selected in which the relationship between "Peak" and "Coda" is closer than that between "Peak" and "Onset." (Author/LMO)

Reports on the emergence of a new "Americanized" argot (Western cultural influences or objects) in post-Stalinist Russia. The characteristics of the argot's communicative code and the link between the code and the communicative competence of the argot-speaking groups are presented. (Author/CB)

Examination of the use of the simple present verb tense by three-year-old children (N=2) indicates that analyses in terms of tense or aspect are not adequate to account for its use. Results indicate a need to recognize the way in which the form implicitly refers to norms and thereby entails a type of impersonal motivation. (Author/CB)

When elderly (70-89 years) and younger (30-49 years) adults imitated complex sentences, younger adults were more able to imitate accurately and correctly paraphrase sentences regardless of length, position, or type of embedded clause. Elderly adults were unable to imitate or paraphrase correctly long constructions, suggesting an age-related…

The study examined the expressive language, receptive language, and articulation skills of 30 Spanish speaking Puerto Rican children (ages 5-12 years) with language disorders (identified by fluent Spanish speaking evaluators). Results indicated both structural and pragmatic difficulties with little impact of English on their language development.…

Examines the nature of the convergent relationship between formal spoken and written discourse by focusing on three issues: (1) spoken vs. written modes; (2) formal vs. informal discourse; and (3) the relationship between oral ritual communication and written language and between ritual/written communication and everyday colloquial language. (SED)

Discusses a foreign language pedagogy that facilitates teaching for communication and teaching grammar, which is defined as a system for converting meaning into language. The teacher is advised to do in the classroom only what cannot be done elsewhere. Four instructional tactics are described. (SED)

Reviews literature on cross-cultural reading, interlanguage, and story grammar against the theory of contrastive rhetoric, and considers implications for teaching reading to advanced second language students. The conclusion is that comparative rhetoric demands levels of cultural sensitivity in teachers that transcend any one theory or approach.…