Contends that despite many overlapping characteristics, second dialect teaching requires a methodology distinct from that used in second language teaching, and discusses psychological, sociological, cultural, and linguistic aspects of second dialect teaching. (FB)

Poor writing style among academics, particulary those in the behavioral sciences, stems from a lack of linguistic sophistication, the linguistic customs of academia, and the linguistic customs of the behavioral science disciplines. The article offers remedies for errors in each category. (SB)

Hypothesized that counselors would be rated higher on social influence, client satisfaction, and willingness to see the counselor when they matched client predicates than when they mismatched. Results indicated that knowledge of a client's primary representational system may be of help in increasing a counselor's social influence. (RC)

Examines the conversation behavior of mothers toward their children with respect to two hypotheses: that the mothers' underlying interactional intent can be inferred from patterning in their conversation and that the utterances having a directive or controlling function will show a negative relationship to those designed to elicit conversation…

Adults judged filtered and unfiltered recordings of teachers reading and telling stories to preschoolers. Discrimination of reading and telling was accurate. A few variables judged instrumental in making the distinction were isolated, such as hesitation or lack of it, and placement of the speaker-tag before or after a quotation. (MSE)

Analyzes the linguistic devices and styles employed in advertisement writing. Illustrates the use of rhetorical figures and gives examples of word creation, of puns based on polysemy or paronyms, of alliteration, and of rhyme. Concludes with the suggestion that advertisement texts could profitably be put to use in the classroom. (MES)

Offers arguments for and against the teaching of grammar in the English classroom. (RL)

Examines social differences in expectations of indirectness in conversations between married couples, both Greek and Greek-American. Concludes that Greeks are more likely to expect indirectness in the context presented and that Greek-Americans have retained the Greek communicative patterns. (FL)

Describes the processes by which distinctive varieties of English develop in areas where English functions as a second language. The distinctions between rhetorical and communicative norms for speech events in these varieties are discussed. (Author/AM)

Outlines the beliefs people have about speech styles, how and why people modify speech styles, and the role of speech style in social identity. Discusses educational implications of these findings. (RL)

A case study of a six-year-old reveals that unfounded assumptions about language growth and development may debilitate rather than facilitate the process of language literacy. Recommendations are made for open-entry language activities where constraints are allowed to evolve in a risk free language environment. (JN)

Among the various methods used by a classroom teacher to encourage writing in her first grade class are letter writing, writing a book, writing notes to each other, and keeping journals. The desire to communicate is the primary motivating factor in the development of both oral and written language. (JN)

Examines samples of language usage from the Australian mass media, pointing to the media's influence on student language and to the need for teaching students how to understand media language usage. (RL)

This article discusses how and when children acquire and master various speech styles, and specifically deals with the development of sex-specific speech as influenced by role expectations. (CLK)

Several short improvised skits were used in a class on language usage for foreign teachers of English. The dramas were successful in getting the class to use idiomatic English and to induce even the self-conscious to speak. (CHK)