Recommends for dialog in textbooks a "didactic" rather than a purely natural character, avoiding obtrusive characteristics of any particular speech level. However, for exercises in auditory understanding, familiar colloquial style should be emphasized. (Text is in German.) (IFS/WGA)

The word "verteufeln" is now in common use in German television broadcasts. Its popularity in current colloquial German is seen as due to the fact that it combines picturesqueness and vagueness. It is used, for example, in lieu of words for "condemn,""scold," and "disparage." (Text is in German.) (WGA)

Analyzes the difference between a motion and other statements connoted by the verbs "recommend,""suggest," and "order." Claims this difference is crucial to and touches on the very essentials of parliamentary law and procedure. (NH)

Assesses the unaccepted use of figurative language in science and technical writing, especially, objections to metaphor's imputed ambiguity. Proposes that metaphor play a stronger role in conceptualization of scientific and technical ideas. (MS)

Critically examines contemporary interactional studies of the cultural specificity of human language. The study is a cross-cultural analysis of misconstrued communications in human interaction, ascertaining whether these interactions are crucially dependent on nonlinguistic variables. (CB)

Reviews the variety of language styles with which the translator deals and discusses the esthetic and practical advantages of adapting the language of a text to the sociocultural and communicative habits of a specific linguistic group. (MSE)

In this paper I use situated and socio-cultural perspective (Gee, 1996 & 1999) to examine descriptions of mathematical discourse and an example of student talk in a mathematics classroom. Using this example, I discuss how the distinction between everyday and mathematical discourse can help or hinder us in hearing the mathematical content in…

Parts 1-3 appeared in "Russisch," v7 n2-4 1973. (DD)

First part of a continued article. (SK)

Meeting held in Nice, France, May 23-24, 1972. (VM)

Part 1 appeared in English Language Teaching v24 n3 May 1970 (EJ 023 138). (FB)

Argues that one's cognitive patterns "force" the nature of the subject matter one generates and imitation facilitiates the internalization of these patterns. (RD)