SPEAKING AN ORAL LANGUAGE AND SPEAKING A WRITTEN LANGUAGE INVOLVE DIFFERENT PATTERNS OF LANGUAGE USE WHICH ARE IN TURN RELATED TO DIFFERENT EDUCATIONAL METHODS AND DIFFERENT COURSES OF COGNITIVE DEVELOPMENT. BECAUSE ORAL SPEECH RELIES ON CONTEXT FOR COMMUNICATION, A COMMON CONTEXT AND POINT OF VIEW IS ASSUMED BY THE SPEAKER TO EXIST BETWEEN THE…

This pilot study investigates the performance in French of five English-speaking children, who are enrolled in their sixth year of a primary French immersion program in a Toronto elementary school. From speech data obtained in individual interviews, an analysis is made of the students' control of the French verb system. The subjects are found to…

The relationship between developing oral language skills and reading skills was examined in a study involving 65 fifth and sixth grade children. The subjects' reading ability was tested on the comprehension and accuracy scales of a standardized reading test. The oral language measure was a recall task for verbal material of varying linguistic…

A three-year study of the linguistic and metalinguistic performance of forty Mexican-American children ranging in age from three to eleven years shows that it is useful to characterize the competence of the bilingual in terms of a unified system of rules, at least at one level of analysis. This paper explores some aspects of the grammatical…

This paper compares the tone systems of Vietnamese and English, with emphasis on the teaching of English as a second language. Rising, level, high, low, and falling tones are identified for English. Vietnamese has all of these except the last. While in Vietnamese, tones are predictable in the sense that tones and words go together, English tones…

This paper examines the factors which govern the use of infinitives and gerunds after verbs and uses American literature and periodicals since 1945 for examples of this usage. The analysis was undertaken in order to clarify this usage for those teaching or learning English as a second language. Studies yielded three general rules for the use of…

This is a study of the processes involved in second language learning in which the principal subject was an Iranian child who learned English in the United States without formal instruction. Some of the questions dealt with in this study include: what motivates language learning in a child; what makes the linguistic structure of a language more or…

This paper summarizes the findings of three studies used to develop a language assessment instrument and to explore the relationships between language, cognitive development, and reading achievement in poor children. A sentence repetition task provided scores for function word omission, function word correct and reconstruction word correct. These…

This volume, first in a series of French publications of specialized, introductory books to the study of linguistics, develops a structured, panoramic view of characteristic thought concerning the study of stylistics. Five major areas, each presenting excerpts of significant publications on a particular aspect of the problem, are developed under:…

Following a brief summary of Trubetzkoy's views of Russian word roots, a statistical analysis is performed on a short literary passage in seeking to examine whether all types of roots merely coexist in modern Russian or whether there is an expansion of certain types and a contraction of others. Results point out statistical and semantic…

These transcriptions of children living in a suburb of Paris represent and illustrate linguistic behavior and interests of the average nine-year-old French child. Seventy-nine children in groups of three were recorded in 30-minute periods of free conversation and 10-minute periods of play. Analysis reveals more than 30 centers of interest which…

This is the first of five volumes of recorded, transcribed conversation of 150 Spanish children from Madrid. Some 25 hours of normal, unrehearsed conversation serve as a linguistic corpus illustrative of vocabulary development at a specific age level. Half-hour recording sessions were made in groups of three, consisting of boys or girls from the…

This is the second of five volumes of recorded, transcribed conversation of 150 Spanish children from Madrid. Some 25 hours of normal, unrehearsed conversation serve as a linguistic corpus illustrative of vocabulary development at a specified age level. Half-hour recording sessions were made in groups of three, consisting of boys or girls from the…

A study was undertaken "to determine the extent and nature of change, if any, in the speech of two New England communities" since the fieldwork for the "Linguistic Atlas of New England" (LANE) was completed in 1932. Two rural communities, Granby and Deerfield, Massachusetts, were re-visited in order to interview the same three…

English-speaking monolinguals named colors as quickly as possible when the color stimuli were color names written either in English or a number of other languages. Color naming was found to be slowest for English words and increased in speed as the foreign color names become less similar to their English equivalents. In a second experiment,…