Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1971, Chicago, Illinois. (DD)

Research on which portions of this study are based was performed under a National Science Foundation Grant and a grant from the National Endowment for the Humanities. (VM)

After teaching the basic suprasegmental patterns, an ESL (English as a Second Language) teacher can profitably continue with those other patterns which are useful in distinguishing meanings and whose absence on the printed page will sometimes result in double meaning. (Author/JM)

Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)

Three experiments were conducted to ascertain the effect of contextual restraints on pronoun assignment. Pronoun selection is based on integration of the context even where it is already syntactically constrained. Integration occurs during and not following the assignment of the pronoun. (PMJ)

Children aged six and eight were required to recall transitive sentences, some with an animate actor and inanimate acted-upon element, and some with these reversed. It appeared that children prefer to put the animate noun first and this affects their choice of active or passive sentence voice. (Author/SJL)

Explores the consequences of an implicit theoretical assumption for discourse analysis and argues that the traditional notion of verb as a simple word class is insufficient to characterize the full range of verbal expressions speakers routinely use in discourse. (26 references) (CK)

Describes the grammaticalization of the Swedish word "bara" (English "just") in present-day adolescent speech. "Bara" has in the last 15 years been used with 2 new functions in spoken, narrative discourse: to foreground central events and to introduce quotations. (40 references) (Author/CK)

Offers a group approach method to learning new structures in German. Students practice one pattern by constructing sentences in a simple, mildly competitive board game that can easily be put together by the teacher. (GLR)

Examines word order in French relative clauses, the last clauses to undergo reanalysis to [SVO] word order through Old and Middle French. Analysis shows that although main clauses change from [SVO] to [TVX] to [SVO] in a progressive manner, clauses in "que" show a preference for [TVX] order until the 13th century, with a resurgence in…

Sentence comprehension is a complex task that involves both language-specific processing components and general cognitive resources. Comprehension can be made more difficult by increasing the syntactic complexity or the presentation rate of a sentence, but it is unclear whether the same neural mechanism underlies both of these effects. In the…

This paper examines the claim that German-language syntax is undergoing a process of restructuring that will eliminate verb final position in sentences, resulting in a very English-style linear sentence structure. One particular structure is examined in interviews with 30 adults and 10 children: the finite verb in subordinate clauses that is…