Examines the differences in the way French and English treat contrastive stress and comparatives, with implications for translation. (AM)

Argues that in an unmarked sentence the verbs will be stressed, and that in determining patterns of sentence stress the vital consideration should be the speaker's point of view. (AM)

The aim of this article is to show the interaction between syntax and semantics. A question-answer environment, where the answer is composed of an adverbial, is used to demonstrate the interaction. (Text is in French.) (TL)

Discusses French morphology and shows that the rules at this level of linguistic analysis are particularly susceptible to having exceptions. The irregularities are grouped into three types: 1) idiosyncrasies, 2) accidental gaps, and 3) the existence of non-productive processes. (Text is in French.) (TL)

Describes the utilization of graphic cues, by low-achieving college freshmen, in its relation to syntactic and semantic factors. (JM)

This paper reports an investigation into the acquisition of indirect object constructions by English children aged 5-10. Sentences having a prepositional "to" phrase containing the indirect object, and following the direct object, were acquired before sentences where the indirect object preceded the direct object. (CHK)

Examined whether the preferences of verbs for appearing in particular subcategory structures can influence parsing and whether this influence is graded according to the strength of the preferences. Findings suggest that the verb subcategory preferences do produce a graded influence on the parse, according to their strength. (28 references)…

This study investigated whether syntactic complexity exerts an influence on the frequency of stuttering in the speech of seven adolescents who stuttered and seven who were normally fluent. Although normal disfluencies and errors in repetition accuracy increased as syntactic complexity increased, stuttering frequency did not appear to be affected…

Explores the prospects for a "general nativist" theory of first- and second-language acquisition (SLA), outlines a modular acquisition device not including Universal Grammar, and considers the role of universal grammar in the emergence of a first language (L1). (50 references) (Author/CK)

Syntactic processing was explored in nine individuals who stutter (IWS). Grammaticality judgments and event-related brain potentials (ERPs) were obtained while participants read sentences, half containing verb-agreement violations, via computer or paper. Judgment accuracy of IWS for the online task, but not offline, was lower, especially for more…

Examines the roles of collaboration in the sciences and humanities by focusing on the complicated relationship between syntax and semantics. Uses scholarship on the social study of science to discuss strategies for collaboration in the humanities. Discusses why those studying language and literature are in a particularly good position to…

This paper describes various aspects of syntactic theory, including lexical, functional, and phrasal categories and how they are put together in clauses and sentences, how words are represented in the mental lexicon, and how noun phrases are assigned structural and semantic information. Language acquisition and the treatment of language disorders…

Illustrates the process of adapting authentic materials for use in the English-as-a-Second-language classroom. Focuses on four areas: semantic elements, lexical elements, syntactic elements, and discourse elements.(Author/VWL)

Compared the oral narrative skills of 31 school-aged children diagnosed at 24 to 31 months with expressive language delay with those of 23 typically-developing peers. Suggests that the use of narrative structure may be a specific area of underachievement for late talkers, in addition to their continuing weakness in syntactic and lexical abilities,…

Examines to what extent, if at all, grammar instruction fosters or accelerates language acquisition. Presents a study investigating the acquisition of syntactic or morphological structures in 340 students learning German as a foreign language. The results are discussed. (AS)