Modified version of a paper given at the Third Annual Conference of the International Association of Teachers of English as a Foreign Language, London, England, December 30, 1969 to January 2, 1970. Considers whether the language material to be taught helps determine the teaching method to be used. (VM)

Report of research findings on productive language differences in beginning fifth grade Black children living in Philadelphia, as evidenced by their use of nonstandard syntactic forms in both speech and writing. (RB)

Research supported by the Council of Europe. Final report presented at a Council meeting held November 15-21, 1970, in Brussels, Belgium. (DS)

Detailed discusion of the theoretical papers presented at the second conference on "Problems in Foreign Language Testing" held at the Idyllwild campus of the University of Southern California, November 1968, and a brief summation of the practical ones. Paper presented at the TESOL Convention, March 1969. (FWB)

Includes facsimiles of paragraphs written by students in grades 1-6. (RD)

Paper presented at Annual Convention of the American Speech and Hearing Association (44th, Denver, November, 1968). (JJ)

Describes computer program which converts text of user input and system responses from online search system into fixed format records describing interaction. Query language syntax, format of output record produced by parser, problems in constructing parser, its performance characteristics, and recommendations for improving process of logging…

Discusses some syntactic evidence gathered in a recent study which suggests not only that the dialect of Puerto Rican Spanish spoken in the New York area may be undergoing greater change than has previously been documented, but also that English interference cannot adequately account for the nature of that change. (EKN)

Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

The study investigated the effect of the use or nonuse of separate answer sheets on responses to affective instruments with respect to both instrument and subject characteristics. Results indicated significant score differences across scales with and without answer sheets. (Author/BW)

Acknowledges that individuals feel about and describe the world differently, and that composition teachers allow established authors more license with syntax than they extend to students. Suggests that teachers evaluate student writing with more sensitivity to those different perceptions, and recognize the diversity of the English language and…

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…

Examines the syntactic aspects of affixation and compounding, processes accounting for the great majority of new word formations documented in "6,000 Words" (1976). (AM)