This paper deals with deep and surface structure differences and their implication for language teachers. Examples of similar surface structures and dissimilar underlying structures often presented to students of English for pattern drill are pointed out (e.g., the "it" in "It's easy to speak English,""It's difficult for us," and "It's hot…

Urging that the structure of written English must be approached systematically if good readers are to be produced, the author describes a transformationally oriented technique designed to introduce advanced students to the structure of educated written English. Examples of materials are included. (Author/FB)

Basic to composition skill is control of sentence structure and accuracy in mechanics. Although it is often said that a student should not write what he has not first heard and practiced orally, it might equally well be said that he should not be expected to write grammatical patterns that he has not read, inasmuch as there is a difference in the…

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in 1972. (RS)

Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana, based on a study supported in part by a University of Hawaii Curriculum Development Grant. (VM)

The appearance of English auxiliaries in the speech of five native speakers of Spanish is described, as well as these subjects' acquisition of the negative and interrogative transformations. (Author/RM)

Rejects the assumptions which underlie the audiolingual method and offers two alternative propositions: (1) successful use of language requires the acquisition of communicative as well as linguistic competence and (2) first and second language learning are analogous processes. (Author/FB)