In this study comprehension of sentences describing two events occurring simultaneously or in sequence was assessed in 5-, 7- and 9-year-old children. The sentences were at three different levels of linguistic complexity, differing only in whether simultaneity or sequentiality was described. Subjects were kindergarten, second, and fourth grade…

An adequate description of the total reading process would have to deal with reading in at least three dimensions comprising three different sets of relationships. A model of the process might well take the form of three concentric spheres: an outer, sociolinguistic shell in which text and reader respectively could be related to a particular…

A description of a study which tried to establish the sequence of language development in a language other than English (Farsi) and to measure the syntactic complexity of the first language against that of the second. Results indicate a direction toward the construction of better course materials and tests. (AMH)

Attempts to show that the linguistic aspects of structural exercises are not compatible with the linguistic theories underlying the exercises; and traces the history of structural exercises. (Text is in French.) (AM)

Run-on sentences are common mistakes made by Chinese English as a Foreign Language (EFL) students. One type of these errors, with the structure of an expletive subject "there" and a verb "to be" at the beginning of the sentence, is persistent and not easy to detect and correct. This study proposes that this type of error…

Revised version of a lecture delivered on November 12, 1969 at the Padagogische Hochschule Niedersachsen, Abt. Vechta, West Germany. (WB)

Examines how writing produced within school-based practitioner research functions in framing and guiding classroom practice and research processes, outlining a model from Saussurian linguistics and from hermeneutical theory. An analogy is drawn with practitioner research, which is characterized as the generation and analysis of a sequence of…

This paper gives a contrastive analysis of noun phrases in English and Chinese. The syntactic features of the structures, the devices used to mark distinctions in number, case and gender, as well as the similarities and differences between English and Chinese relative clauses are discussed. Partly due to the documented differences between these…

Self-study is playing an increasingly important role in the learning and instruction of many subjects, including second and foreign languages. With the rapid development of the internet, language websites for self-study are flourishing. While the language of print-based teaching materials has received some attention, the linguistic and…

This guide is intended for speakers of the Chippewa (Ojibwa) language who read and write in English but would like to develop their reading and writing skills in Chippewa. The writing system used is one developed by Charles Fiero and is only one of many possible standardized writing systems for Chippewa. It was selected by the Chippewa Language…

The construction of general linguistic theories is subject to errors of fact and perspective. The theoretical linguist is inclined by the nature of his work to fall into such errors because he/she is obliged to generalize about many languages on the basis of research done in one or a few. The scope of this task inevitably leads to a failure to…

The Thai Discourse Analysis Project seeks to provide a description of linguistic structures of importance in understanding the nature of Thai speech. Previous studies have been limited, and restricted to consideration of the written language and "literary" speech. The project consists of three phases: the acquisition of recorded texts,…

An approach to reading instruction utilizing communicative styles from the black community is suggested by the metatheoretical framework outlined in this essay. The social class constructs, language deficit models, case histories, surrealistic rhetoric and lyrical quality of black discourse can be conceptualized within the context of the following…

After a discussion of the code-emphasis versus phonics-emphasis controversy, strategies for improving the teaching of decoding skills are presented. It is recommended (1) that only those phonic generalizations that are of high utility be taught, and revisions of phonics generalizations be made to make them even more inclusive and useful; (2) that…