It is proposed that the concepts of location and goal are helpful instructional tools in Russian, encouraging competence and discouraging incorrect analyses of sentence structure. Minor reorganization of conventional instructional materials and addition of a few sentences for discussion would be of significant assistance in student understanding.…

Suggests teaching a variety of sentence beginnings in writing instruction. (AEA)

Two experiments indicated that sentence verification times were significantly longer when a discrepancy between target sentence and context was in the syntactic presupposition, rather than in the assertion. Findings are best explained by a structural hypothesis, not by strategies designed to locate given and new information. (Author/CP)

Investigated five-year-olds' abilities to determine the reference of anaphoric pronouns. Children had difficulty when a sentence contained more than one pronoun, especially when assigning the reference of a pronoun requiring an inference. The children's difficulties stemmed from forgetting premise information and from having problems in carrying…

Discusses the ellipsis of major sentential elements as a pervasive grammatical phenomenon in Japanese conversation and demonstrates its relevance for current theories of discourse or text analysis. (FL)

The effects of manipulating the connective words "because" and "after" on fifth graders' reading comprehension was examined. The results provide no support for the notion that sentence length is related to comprehensibility or that implicit connectives are more difficult to comprehend. (HOD)

Strategies for sentence comprehension by a group of 18 severely retarded children were compared to those of a group of nonretarded children matched on mental age. Among the results was the finding that the retarded children tended to rely more on semantic expectations than did the nonretarded children. (PHR)

Reports on an investigation of the surface forms used by mothers to direct their children's behavior, and of the ways in which these forms are modified as the children grow older and their comprehension of indirect speech acts increases. (AM)

Two experiments examined the role of presupposed (or old) and focal (or new) information in integrating sentences, by measuring comprehension time for various combinations of presupposed and focal information. (Author/AM)

Preschool children aged 2.6 to 5.0 were presented with reversible active and passive sentences in four comprehension test settings. The children's response patterns were analyzed in terms of individual response patterns. Extralinguistic cues accounted for the most common patterns. (Author/AM)

Demonstrates how Sector Analysis theory can serve as a model for the contrastive analysis of the grammars of any two languages. Examples are provided for English and Hausa. (AM)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Proposes an analysis of Spanish indefinite "se" which takes into consideration regional variations. (AM)

Examines the use of the neuter form in predicate adjectives, drawing examples from Swedish and French, and working within the framework of nexus constructions. (AM)

Discusses secondary stress in various types of words (e.g., in certain parts of speech, with certain spelling patterns, etc.) and in various kinds of sentences and communicative situations. (KM)