In a field as varied and as technical as the classical languages, the professional training of the teacher is of paramount importance. An undergraduate major and graduate school work in the field of classical languages give a general view of the field and show which writings are interesting or important and how difficult they are. A graduate…

This research was designed to construct and validate an effective, reliable, criterion-referenced test--the English-as-a-Second Language Assessment Battery (ESLAB)--for assessing the English skills of secondary students learning English as a second language (ESL) in bilingual education programs. The ESLAB for receptive language was validated…

A study investigated children's recall and representation for multiple episode stories differing in terms of goal structure. Subjects were 36 third and fifth grade students reading below grade level, and 48 students from the same grades who were identified as average readers. The students read or listened to stories containing embedded and…

A course on international communication and constructed languages is described. General topics covered in the course included the roles various national languages have played in international communication, special forms of English, language practices and policies in international organizations and conferences, and the history and classification…

This annotated bibliography on the teaching of foreign languages is the product of a West German information dissemination system that is similar to ERIC. The bibliography is published quarterly and lists items compiled in conjunction with the ERIC Clearinghouse on Languages and Linguistics as well as with a number of institutions all over the…

This publication is a discussion of what is known today about learning and teaching English as a second language, also known as TESOL (teaching English to speakers of other languages). The discussion is divided into three sections: (1) the historical development of the field in the United States; (2) the domains of TESOL; and (3) the teacher, the…

This paper reports on two aspects of dyadic communication skills: verbal imitation, and response to questions and commands, as they relate to the development of semantic functions in three English-speaking children. The children, aged 16, 21 and 22 months, were unobtrusively videotaped during weekly free play sessions with their mothers. The…

The experiments described in this paper compare inference-based and expectancy-based models of the comprehension of indirect, non-literal expressions. The inference-based model claims that the comprehension of non-literal meanings requires more and deeper processing than the comprehension of literal meanings. The expectancy-based model rests on…

Two major strategies for linguistically encoding an idea or proposition are suggested. The first strategy involves encoding an idea in the space of a single utterance, while the second strategy conveys the proposition through a sequence of two or more utterances. The tendency has been to focus on discourse as a composite of sentences (the first…

This paper reports on a longitudinal study of the acquisition of the voicing contrast in American-English work-initial stop consonants, as revealed through instrumental analysis of voice onset time characteristics. Four monolingual children were recorded at approximately two week intervals, beginning when the children were about 1;6. Data provide…

The acquisition of rules for formulating causative verbs was studied with children over a period of a few years. Most of the data is based on the spontaneous speech of the author's two daughters, from age 2;6 to 6;2 and from age 2;4 to 3;11. It was hypothesized that there are at least two prerequisites for the child's formulation of a general rule…

The source of syntactic ambiguity and facts concerning the resolution of such ambiguity are discussed in this paper. The attitude of qenerative linguists towards ambiguity is examined, and a working distinction is drawn between vaqueness and ambiguity. The consequences of this distinction are then examined for syntactic ambiguity and an ordering…

Assumptions and conclusions concerning language teaching at the advanced undergraduate level are presented, and suggestions of both general attitudes and practical activities to implement the conclusions are proposed. Although the practical experience and all examples are drawn from the teaching of French, the principles and methods should be…

This systematic lexical comparison of 1,050 words from five Nigerian Igbo dialects is based on the list used for the West African Language Survey in 1960. The comparative phonologies are not to be regarded as definitive but as hypotheses derived from the present material. In Igbo, as in other Kwa languages, there are in general no consonant…

The articles in this collection approach the question of what is fundamental in reading in a variety of ways. The topics covered in the 30 articles include the following: teaching and learning, structural imagination and professional staff development, Zen and the art of reading, learning and learning disabilities, Piaget and Hamlet, the political…