This paper describes a teaching method based on generative transformational grammar that has been successfully used in the ESL (English as a second language) classroom. The method and techniques are based on the Elgin-Rush study in which the problem of teaching basic writing skills to native English speakers was addressed. The present study…

Challenges the idea that grammatical representations in second-language development are parametric values that are transferred from the learner's native language, offering learner data incompatible with this view. Advocates a weak transfer model in which lexical and functional projections transfer, but morphology-driven values of features like the…

There is a set of French verbs which admits both indicative and subjunctive sentential complements. The indicative complement is correlated with a positive assertion about the truth of the complement; the subjunctive implies a neutral attitude or a non-assertion. When various sentential complement constructions are considered both in the…

It is proposed that the notion of "address" is neither meaning nor form but that it designates the form which designates meaning. It is therefore in a position underlying both form and meaning. (AMH)

Papers from the 1973 Neuchatel Colloquium in Applied Linguistics are presented. Contents are as follows: "Karttunen's Types of Implication in English and German: A Contrastive Study," W. Abraham; "The Relevance of Generative Semantics for Language Teaching," R. Dirven; "'Be' plus 'ing' Revisited," H. Adamczeski; "The So-Called Deep Structures and…

This paper focuses on the mechanism by which the successful learner acquires a second language. The author postulates a core language, the common core of the speaker's native and target languages, and states that the second language becomes an extension of this common core. Whatever language-specific features are added while acquiring the second…