It is frequently observed that modern English has a fixed word order. Therefore, the English speaker is locked inside a syntactic system which leaves him few expressional options. The author disagrees and suggests that because of options of word order, the English speaker can impose his own level of meaning on his utterances. (Author/RR)

Collitz lecture delivered at the meeting of the Linguistic Society of America in Columbus, Ohio, July 1970. (DS)

Research supported in part by a contract with the U.S. Office of Economic Opportunity OEO-2404.

Suggestions are made for structuring taped listening exercises to promote careful attention to various elements of spontaneous speech (speaker, speaker characteristics, tone, etc.), and to sensitize students to the usage of "hein" or other specific expressions. (MSE)

Analysis of constituent order in performance of native signers suggests that the notions of subject and object are less helpful for understanding the grammar than are "topic" and "comment," especially when the latter notions are related to old and new information and the semantic logic of location. (Author/MSE)

Uses data from American Sign Language complement structures to show that a syntactic theory is needed to account for these in a formal way. Constraints on the forms of these structures are discussed in terms of syntactic constraints, rather than pragmatic or functional conditions. (Author/AMH)

The program described in this article, Abecedarian, is more a demonstration of some advanced techniques for natural language construction on a computer than a practical application. (Author/MK)

Gives a grammar presentation complemented by a variety of exercises on the use of the subjunctive as opposed to the use of the indicative, on the use of the auxiliaries, on verb aspect, and on the conditional mood. (MES)

The parameters that help learners decipher imperfective usage (particularly KF) in Russian are described. Subcategories of KF which do not overlap are analyzed through their contextual usage in detective stories. Suggestions are made for helping learners decode KF in speech and writing. (PMJ)

Presents examples of syntactic structures that may confuse children when reading. Suggests ways in which teachers can help overcome problems presented by these structures. (FL)