Verbal response classes produced by mothers speaking to 21 nonretarded children were compared with those of mothers speaking to 21 Down's syndrome children (38 to 144 months) matched with them on mean length of utterance. (Author/SBH)

The partitive genitive and other types of genitive are examined to show that despite Latin's rigid, well-defined case system, irregularities in the functioning of the system occur. This allows the system to maximize structural characteristics to offset potential ambiguities. (PMJ)

Acquisition of answering systems based on speaker intention v literal components of questions was investigated in monolingual and bilingual English- and Japanese-speaking children. The results suggested that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. (Author/RD)

Discusses the relationship in language and specifically in French between the standard language norm, the various registers and styles available to native speakers of a given language, and second language learning. (Text is in French.) (CLK)

This article is concerned with the pragmatic aspects of linguistics research, i.e., the characteristics of language use such as the psychological motivations of speakers, the reactions of the hearers, and discourse analysis, insofar as they relate to second language learning. (Text is in French.) (CLK)

Inferences about linguistic competence in children are typically based on spontaneous speech. Children's use of complex object and adverbial noun phrase is seen as a reflection of pragmatic factors. Similar adult patterns indicate children's lack of subject clauses may be due to the nature of spontaneous speech. (CHK)

Tape-recorded conversations provide a basis for analysis of fixed expressions, cliches, filled pauses and false starts in spontaneous speech. The meaning of these findings for second language learning and instruction is discussed. (CHK)

Fifth- and sixth-graders can learn, from the beginning, to express themselves in the foreign language. Language elements are adapted to their needs, approved by age-peers who are native speakers. School situations are listed in which the material can be used. A sample teaching sequence is given. (Text is in German.) (IFS/WGA)

Shows, with examples of application, how pattern drills can be varied to fit various levels of difficulty. Variations in exercise technique according to the difficulty level can be realized quantitatively by changes in the stimulus and/or response, and qualitatively by variation of material (vocabulary and structures). (Text is in German.)…

Discusses contextless drills, pattern exercises in dialog form, exercises with indicated situation, micro-dialogs. The latter three are useful for impressing the material on the memory and for developing competence in dialog. A warning is given against limiting the drill period to pattern practice alone. (Text is in German.) (IFS/WGA)

Examines the language strategies used in everyday explanation by young heterosexual Australian college students to attribute blame for the transmission of HIV. Finds that speakers blamed outgroups more than ingroups; blamed outgroups at higher levels of responsibility than ingroups; but did not use more justifications for ingroups. Notes overt…

Argues that a pattern analogous to that in speech errors also appears in intrasentential code-switching, i.e., the alternating use of two languages in a sentence by bilinguals. Notes that studies of spontaneous conversation of bilinguals indicate that open class items may be code-switched, but closed class items may not. (41 references) (Author/CK)

Examines the social parameters of acceptance and spread of intervocalic spirantization of "/p/,/t/,/k/" in Tuscany to test the salience of gender and class. This sociolinguistic analysis of the interaction of three options provides a more precise understanding of the significance of gender and class as (co)-conditioners of variation and…

Focuses on variable /l/-deletion in the French definite articles, subject clitic pronouns, and in one frequent phono-lexical context. Considers whether the sociolinguistic patterns reported indicate ongoing linguistic change or whether the effects observed reveal attitudes to non-standard linguistic forms inculcated in speakers by normative French…

By the time many poor children enter school, the best educators can do is prepare them for nonexistent unskilled jobs. Remedial programs cannot compensate for deficiencies in early intellectual development. A study involving 42 families showed that well-educated mothers spoke more to their 3-year-olds, did more explaining, asked more questions,…