Compares the different means by which elements communicating new information (rhematic) and those conveying no new information (thematic) are ordered in sentences in German and English. (FB)

Earlier version of this paper was published in "Studies I" (The Yugoslav Serbo-Croatian English Contrastive Project, 1969, p3-12). (DS)

Discusses the use of second language teaching methods in teaching English to urban Negro children. This article appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education, and has been reprinted from R. Shuy, ed. "Social Dialects and Language Learning (1965). (FWB)

Bambara is the language spoken in the Bamako region, Republic of Mali. (DS)

Cites reasons for and examples of using a contrastive approach (between English and the students' native language) in teaching English as a foreign language; based on part of the author's unpublished M. A. thesis, Wayne State University, 1966. (Editor/SW)

Demonstrates that proper reading comprehen sion in a foreign language involves more than the printed sequences of the text, and that meaning is not tied to one element in the sentence structure but to a wider context. (FWB)

Expounds Firth's views on the problems of translation and surveys theories of translation by some Firthian linguists. Defines the concept of meaning and the concept of varieties within a language, discussing various dialect categories and other categories that relate to constant features of speakers' and writers' use. (MES)

Discusses the theoretical foundations of both basic approaches to contrastive analysis, the predictive, "a priori" version, and the explanatory, "a posteriori" version. Analyzes problems in both approaches, and states that explanatory investigations must be divorced from "classical" contrastive analysis and used with a more realistic methodology…

Two hypotheses explaining the cause of errors in second language production are reviewed and compared. Classroom techniques related to each are described. The viewpoint of each theory on which errors should be corrected, when, by whom, and how is summarized. (PMJ)

Examines aspects of foreign language teaching in Nigeria with examples drawn mostly from English phonology and proposes a more practical use of contrastive analysis and error analysis. The approach proposed emphasizes error analysis and discusses criteria based on the extent to which errors affect comprehension. (MES)

Confirms previous observations about the tonal character of English stress. Notes that Finnish listeners relied on duration as the perceptual cue for noun/noun phrase distinction (blackbird/black bird), reflecting the absence of linguistic contrasts based on an active use of the larynx in standard Finnish stress and intonation. (Author/RL)