In analyzing the errors made in a French grammar test by intermediate level English-speaking learners of the language, it was found that not all mistakes could be accounted for by interference from the native language, but that other psychological factors were involved as well. (FB)

Author focuses on both comparative studies and developmental sociolinguistics and suggests some research problems, with particular attention to social dialects. (Author/MB)

Authors review a body of data on theory which casts doubt that a deficit exists in minority group children, and even raises doubts as to whether any nonsuperficial differences exist among cultural groups. (Authors/MB)

Research supported by a Canada Council Leave Fellowship and the President's Research Fund, Simon Fraser University, Canada. (VM)

Most of the observation, reading and discussion that has preceded this paper has been in the context of the particular educational needs of West Indian children in British schools. (Author)

Second in a series of articles surveying methods of teaching classical languages in British universities. Explores linguistic theory, relationship between personal expression and pure grammar, and the generative approach to grammar. (DS)

This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Discusses interlanguage development in terms of three questions: (1) What requirements do learners impose on their own interlanguage output? (2) What linguistic knowledge concerning the fulfillment of their requirements do learners have stored in their memories? and (3) What linguistic forms do learners actually use in their interlanguage output,…

Examines the spontaneous language of deaf children without forcing the analysis to fit the features of a spoken language system. Suggests linguistic competence of deaf children is commensurate with their cognitive age and is not adequately described by the standard spoken English language tests. (EKN)

Discusses the difficulties English speakers experience in using correctly the various tenses of the past in French, focusing particularly on the imperfect tense. Proposes a series of exercises based on contrastive analysis that gradually lead the learner to restructure his intuitive grammar. (MES)

Discusses basic language functions emphasizing the importance of spoken language and decrying the fact that linguistics, on the conceptual level, is still chiefly concerned with written language. Stresses the complexity of language and the importance of the situational context, particularly with regard to the semiotics of the media. (MES)