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Peer reviewedWoodsworth, John A. – Canadian Modern Language Review, 1972
Descriptors: Language Proficiency, Language Skills, Learning Theories, Linguistic Competence
Kenney, Terrence J.; Wolfe, Jean – Journal of Verbal Learning and Verbal Behavior, 1972
Preliminary version of this article presented at the meetings of the Society for Research in Child Development, Minneapolis, Minnesota, April 1971. Research and preparation of the paper supported in part by an Intramural Grant from the Regents of the University of California to T. Kenney. (VM)
Descriptors: Child Language, English, Experiments, Language Acquisition
Peer reviewedBallard, W. L. – Linguistics, 1971
Article based on a paper presented at the Winter Linguistic Society of America meeting in New York, New York, on December 28, 1968. (VM)
Descriptors: Consonants, Descriptive Linguistics, Distinctive Features (Language), Language Research
Peer reviewedBracken, Harry M. – Language Sciences, 1972
Descriptors: Cognitive Processes, Deep Structure, Language Universals, Linguistic Competence
Peer reviewedBrown, H, Douglas – Child Development, 1971
Results imply that in early childhood education the language of test instructions and reading programs could be better geared to the child's linguistic competence. (Author)
Descriptors: Child Language, Comprehension, Data Analysis, Language Acquisition
Jackson, R. K.; McFetridge, P. A. – Elements: Translating Theory Into Practice, 1972
Describes criteria to discover the relative strengths and weaknesses within the single child in an effort to gain an idea what the emphasis will be in instruction for each particular child in the classroom. (Authors/MB)
Descriptors: Ability, Communication (Thought Transfer), Elementary School Students, Evaluation Criteria
Peer reviewedMassey, D. – Canadian Modern Language Review, 1972
Descriptors: Individual Differences, Individualized Instruction, Language Instruction, Language Learning Levels
Peer reviewedGamlin, Peter J. – Language and Speech, 1971
Examines the effects of short term memory (STM) capacity, meaningfulness of stimuli, and age upon listeners' structuring of sentences. Results show that the interaction between STM capacity and meaningfulness (1) approached significance when data were collapsed over both age levels, and (2) was significant for one age level. Tables and references.…
Descriptors: Age, Ambiguity, Deep Structure, Linguistic Competence
Wollen, Keith A.; Lowry, Douglas H. – Journal of Verbal Learning and Verbal Behavior, 1971
Research supported by grants from the United States Public Health Service and the National Institute of Child Health and Human Development. (DS)
Descriptors: Associative Learning, Experiments, Imagery, Language Research
Peer reviewedSchaeffer, Benson; And Others – Journal of Experimental Child Psychology, 1971
Supports the position that children learn superordinate elements later than subordinate ones. (WY)
Descriptors: Age Differences, Grade 1, Grade 5, Grade 9
Bertrand, Jean – Franc Dans Monde, 1970
Special issue devoted to the problems of teaching French at Level II. (DS)
Descriptors: Achievement, Diagrams, Feedback, French
Peer reviewedLance, Donald M. – TESOL Quarterly, 1970
Reports on a research project carried out among three generations of Mexican Americans in an East Texas community in order to determine their relative competence in English and Spanish. Educational implications are discussed. (FB)
Descriptors: Age Differences, Bilingualism, English (Second Language), Foreign Students
Teasdale, G. R. – Psychol Rep, 1969
Descriptors: Auditory Discrimination, Grade 1, Intelligence, Language Ability
Campbell, Russell N. – TESOL Quart, 1970
Views the teaching of grammar as fundamental to the development of competence in a language, and asserts that grammar can best be taught by providing students with the appropriate rules followed by ample practice in their use. (FB)
Descriptors: Audiolingual Methods, English (Second Language), Induction, Linguistic Competence
Clark, John – Audiovisual Lang J, 1969
The first "missing link is that between the linguist's rules and the rule component of performance; the second is between a student's competence as expressed in correct performance in the controlled language learning situation and spontaneous performance where selection of language is involved. (Author/FWB)
Descriptors: Language Ability, Language Instruction, Linguistic Competence, Linguistic Performance
