Discusses the rules for correct alphabetization for languages and in automated alphabetization the rules for what must be done as well as what must not be done. (Author)

Work supported by a grant from the U.S. Office of Education to the University of Hawaii. (RS)

Results were taken to confirm the importance of environmental factors in language acquisition. (Authors)

Research supported by a Public Health Service grant from the National Institute of General Medical Sciences. (DD)

Research supported by a grant from the University of Connecticut Research Foundation. (RS)

Report of a study which examined the English proficiency of 22 Arabic-speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. (Author)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)

The various influences on educational performance, and, in particular, the influence of language are examined in relation to under-achievement of West Indian children in British schools. (Author/RK)

Revised and abridged version of You Can't Learn without Goofing (An Analysis of Children's Second Language Errors')'' to appear in Jack Richards (ed.), Error Analysis -- Perspectives in Second Language Acquisition,'' (Longmans). A goof'' is a productive error made during the language learning process. (RS)

The experiment described in this report considers whether children who learn a second language will develop the same semantic system as monolingual children or whether their semantic system will be different because of linguistic or cultural interference, and also whether the bilingual child develops separate meaning systems for his two languages…

The types of syntactic errors made by children learning a second language provide insight into the way in which children acquire the second language. The contrastive analysis hypothesis states that while the child is learning a second language, he will tend to use his native language structures in his second language speech; where there are…

This study tests three aspects of the problem of validity of contrastive analysis as a means for predicting errors or problems for second language learners: the constancy of foreign-language errors, the objectivity of the methods and procedures of contrastive analysis, and the capacity of contrastive analysis to make accurate predictions. Japanese…