Presents examples of interference phenomena, lexical, grammatical, and orthographic, which occurred in the translation section of examinations given to prospective teachers of English in German university-preparatory high schools. The elements of error are analyzed, and corrected versions are supplied. (IFS/WGA)

Presents four chief categories of common mistakes in French along with some of their causes and cures. (EKN)

Students of French are now more fluent orally than their counterparts of a few years ago. They are using, however, a more anglicized French. The causes are three: (1) unawareness of the value of words; (2) infrequent use of reference material, specifically the dictionary; (3) lack of adequate knowledge of basic rules. (CFM)

Generalizations regarding languages should be presented to students to aid them in mastering the surface forms they encounter. Hoffmen's analysis of modals postulates a root meaning and an epistemic meaning for modals and predicts that the root interpretation is generally excluded by the progressive and perfect tenses. This system may form the…

This study analyzed error recovery patterns based on eye movement measures of sentence parsing, across reading level and error type, in 10 adolescents with reading disabilities and 10 controls. The groups' error recovery strategies were similar in pattern and frequency; patterns were largely organized, strategic, and efficient; and multiple…

This sourcebook contains an organized series of lesson plans for remediating pragmatic problems in adolescents and students of English as a second language (ESL). Introductory material describes the concept and development of pragmatics (the ability to use language as a tool), provides an observation checklist for clinicians to use in identifying…

Thirty-two hearing-impaired adolescents were assessed on comprehension of three anaphoric forms within conjoined sentences: repeated noun, personal pronouns, and null form. The null form anaphora in a semantically acceptable environment, in which some hearing-impaired students apply a deviant object-subject deletion rule, was significantly more…

The Halliday and Hasan (1976) method of categorizing semantic units was used to analyze the cohesive strategies used by secondary students learning English as a second language. The method involves classifying and charting the network of semantic relationships, the types of cohesive devices, and the number of breaks in the flow of a text or…

Follows up on a study by Dagut and Laufer (1985), who found that Hebrew learners of English avoid phrasal verbs. Three tests (multiple choice, memorization, and translation) were administered to Dutch learners of English to determine whether Dutch learners would tend not to avoid English phrasal verbs because they do not exist in Dutch. (Author/OD)

A study of the effects of learning Swedish as a third language on the previously-learned English of native Finnish-speaking students examined 10,000 English-language school-leaving examinations of Finnish students for possible examples of Swedish influence in vocabulary, grammar, and word order. The examinations were those graded by a native…

Papers from the Proceedings of the 17th meeting of the AIMAV (Association internationale pour le developpement de la communication interculturelle) are collected in this volume. Conference papers appear either in English, in French, or in Russian. For purposes of this abstract, all titles below have been translated into English. The…