Explores the relation of attitudes toward individual words and attitudes toward simple sentences made up of those words. Prediction equations showed a high level of accuracy. Bibliography and tables. (JB)

Provides a synthesis of findings about lexical and syntactico-semantic differences between spoken and written language. Outlines and critically examines the major theoretical and methodological approaches used in comparative studies of spoken and written language and reexamines the question of how speech and writing relate to prototypical forms of…

Discusses some possible phrase-structure patterns for the "for + noun/pronoun" structure, exemplified in "It is easy for you to say that." Only the simple active patterns involving the structure should be taught at the elementary and intermediate levels. Passive and other patterns should be delayed in teaching. (PJM)

It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)

Eighty learning disabled (LD) students at four age levels (ranging from 7 to 14) were studied to compare their vocabulary and syntactic maturity with normal children and to describe the developmental trends (using several instruments). (PHR)

Cree has a grammatical distinction that differs from the Western concept that is relevant for the selection of nominal and verbal endings between animate and inanimate nouns. Examples illustrate how the Cree distinction cuts across animate/inanimate boundaries. (PMJ)

Preschool children aged 2.6 to 5.0 were presented with reversible active and passive sentences in four comprehension test settings. The children's response patterns were analyzed in terms of individual response patterns. Extralinguistic cues accounted for the most common patterns. (Author/AM)

Discusses the ways in which the lexical items, grammatical code, and the uses of the vernacular sign language, Providence Sign Language (PSL), are interdependent and based on content rather than on an arbitrary, internally defined system. (PMJ)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Examines the use of the neuter form in predicate adjectives, drawing examples from Swedish and French, and working within the framework of nexus constructions. (AM)

This article presents a linguistic description of the phenomenon of dyssyntaxia. (Text is in French.) (CLK)

Explores an Optimality-Theoretic approach to account for observed cross-linguistic patterns of code switching that assumes that code switching strives for well-formedness. Optimization of well-formedness in code switching is shown to follow from (violable) ranked constraints. An argument is advanced that code-switching patterns emerge from…

Describes a study that analyzed 2,032 sentences from the literature of subject disciplines representing the social sciences and hard sciences to examine their use of syntactic features. Discussion covers the finding that there were significant differences primarily between, not among, the social science and hard science disciplines, and the…

Three studies investigated Spanish and English readers' interpretations of sentences with complex noun phrases (NPs). In contrast to earlier findings, results provided evidence for cross-language universality of the late closure parsing principle. Results suggest that late closure is not language-specific but specific to only certain classes of…

The applicability of transferability principles to language contact in the British Isles, especially Ireland, is shown with a detailed discussion of absolute constructions, structures with interesting relations between syntax and discourse, and with susceptibility to cross-linguistic influence. Evidence for transferability of absolutes in…