Training in listening improves speech, and therefore reading abilities. (JH)

Advocates a reworking of lexical pedagogy with reference to the instruction of techniques of expression. (Text is in French.) (AM)

This article discusses features of spoken and written language which are seldom systematically taught, and outlines a methodology for the teaching of reading comprehension. (AM)

A study examined the type of Wh question (those introduced by who, what, when, where, why, or how) and the phrase structure rules required for the verb phrase to determine how they relate to the acquisition and development of the Wh question transformation. Children ranging in age from 2 to 6 years were given three tasks, each containing 36…

In this essay, the relationship of American linguistic theory to teaching English as a second language (ESL) is traced over the past few decades. The limitations of the structuralist paradigm in a language learning situation are discussed. The use of pattern drills based on the structuralist surface feature attention to word placement. The…

A taxonomy developed for the study of the growth and development of written language from the perspective of social event was tested with a group of 68 children, aged three to six years. The subjects were presented with a wide variety of environmental print messages (road signs, toys, fast food signs, and household products) and were questioned…

This paper discusses the performance of 20 disabled secondary readers, on Carol Chomsky's tests of five stages of language development. These results, which indicated a low level of lingusitic competence for 18 of the 20 subjects, are reviewed against related studies. Analyses of the reading of these subjects indicated that they made most of their…

This paper is a response to Lavandera's question regarding the limits of the study of language variation. Sociolinguistics is characterized by its desire to limit representational meaning much more narrowly than formal linguistics. In addition while formal linguistics views language as species-specific and designed to accomodate logical…

The ability to use language as a means of thought expression is a growth process. It is necessary, therefore, for college-level developmental courses to concentrate on strengths stemming from the student's communication in an informal environment, rather than on skill deficiencies reflected in test scores. To achieve this, the teacher must know…

The linguistic state-of-the-art relevant to the construction of a battery of tests intended to yield language proficiency profiles of preschool children is surveyed in this paper. A basic assumption is that language data can be structured with a model that reflects stages in the development of control over phonological features, morphological…

Linguistic models, especially the derivational theory of complexity, partially explain human comprehension of isolated sentences but not connected discourse. Two versions of a message, one entirely active sentences, the other entirely passive were written to compare transformational complexity. Subjects heard the messages at normal (150 wpm) rates…