Presents a rationale for studying psycholinguistic aspects of the writing process and outlines a model of writing based on a psycholinguistic model of talking. Offers an analytical study of 450 syntax errors written by college students demonstrating the usefulness of studying writing as derivative of normal speaking processes. (HOD)

Challenges the hypothesis that different linguistic codes are specifically related to different social groups, observing that children's language usage shows qualitative differences determined by the situations they face rather than by their sociocultural background. Supports this observation with an analysis of children's attempts to explain the…

Describes difficulties with nominalization and with the rhetoric of scientific papers experienced by English of Science and Technology (EST) students, relating nominalization occurrence to scientific rhetorical divisions. Finding significant differences in that-nominal construction frequency between rhetorical sections, suggests coordinating…

The purpose of the study was to examine the vocabulary and syntactic structures in an adapted "classics" series used by J. Anken and D. Holmes (1977) with deaf children. (Author/SBH)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Tests used were the Northwestern Syntax Screening Test (receptive), the Test for Auditory Comprehension of Language, and the Bellugi-Klima Comprehension Test. Significant differences in Ss' performances across tests were found for 11 of the 22 grammatical features under consideration. (Author/DLS)

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)

Suggests that for improving syntactic fluency and the overall quality of compositions, exercises should be based on generative rhetoric. These exercises in which students supply the content of the sentence from a list of suggested structures are superior to sentence-combining exercises that provide the student with all the information. (PMJ)

Discusses the history of the Spanish language in America and notes the influence of Caribbean languages, Nahuatl, and English on Spanish. Describes the archaisms in lexicon, phonology, and grammar of the Spanish of New Mexico and Colorado. Discusses Spanish language maintenance in Mexico, Puerto Rico, Cuba, and the United States. (SB)

Reports on research designed to determine the development in comprehension of selected pronoun-referent structures. Some of the conclusions were that noun phrase pronominal structures were easier to comprehend than sentential pronominals and that structures with forward reference were easier to comprehend than those with backward reference. (MKM)

Experiments were conducted to determine the effects of sentence contexts on word recognition and reading. The questions of whether context is predominantly facilitating or inhibiting and how automatic the influence of contexts is on word retrieval were investigated. (SW)

Deals with an examination of available evidence concerning the speech of language impaired children, and an inspection of the evidence regarding other, nonlinguistic behaviors of these children that require related abilities in mental representation. (Author/MP)

Presents a survey of opinions on the nature and usefulness of discourse analysis. The following topics are addressed: (1) discourse analysis and ideologies of power, (2) epistemological considerations, and (3) discourse analysis and interdisciplinary endeavors. (AMH)

The results of this study show a significant inverse relationship between subjects' written syntactic complexity and cloze test scores across the three grade levels tested (eight, twelve, and thirteen). (DD)

This article discusses the relationship in languages between passive forms and active forms from a psycholinguistic point of view. (Text is in French.) (CLK)