A pilot study is described which illustrates a methodology that can be used in determining the relative importance of different error types according to evaluations made by native speakers and presents preliminary results concerning the relative importance attached by native German teenagers to errors committed in German by English speakers. (SW)

This article focuses on speech mannerisms often employed by clients in a helping relationship. Eight mannerisms are presented and discussed, as well as possible interpretations. Suggestions are given to help counselors respond to them. (Author)

An analysis of "de" sentences in Chinese in order to capture their syntactic and semantic features and, as a result, to state rules for generating them. The study is organized under eight headings and provides 147 examples in Chinese and English. (AMH)

Establishes the existence of perceived male/female speech stereotypes. (RL)

Account of an experiment reported in "Bulletin de Psychologie." The results indicate a correlation between practice using a wide variety of semantic elements and better retention and use of correct syntax. This experiment indicates the importance of insuring growth in inductive capacity of learners. (Text is in French.) (AMH)

Presenting minimal pairs in context to the student of English as a foreign language requires him to discriminate between two phonemes that may sound the same. Methodology for student exercises with minimal sentences is presented. (SW)

Examination of the phonological acquisition of a young girl whose parents spoke two Cantonese dialects indicated that she acquired neither parents' dialect, supporting the claim that children use all available input in acquiring language rather than limiting themselves to a primary language model. (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)

Summarizes contact-linguistic research on the Samis and Finns, the northernmost minorities in Scandinavia. The monolingual view of northern Scandinavian languages in the past is complemented with a multilingual perspective of the interaction between minority and larger languages. Among contact patterns discussed are North Germanic-Sami,…

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…

Examines current spelling research from the perspective of one individual kindergarten student's creativity with sounds and writing. Stresses the importance of encouraging young children to explore written language in their own way. (RWB)

Traces the history of the presence of black people's languages in Great Britain and also provides a contemporary perspective on current needs to define and articulate these language needs and to contribute toward the theory and development of language teaching, teacher training, and production of teaching material. (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)

Defines concession and suggests eight criteria which may be used when producing materials designed to practice the use of connectives such as "although" to express concession in English. These criteria include materials, which reflect typically unexpected consequences and a culturally familiar world, and practice, which goes beyond the…

Examined whether kindergarten and first-grade children give sex-biased responses if reinforced and/or triggered by language, specifically pronouns, that they hear. Results supported the pronomial dominance theory of pronoun functioning for young children. Results also suggest that boys but not girls use a self-imaging response to neutral…