Demonstrates how Sector Analysis theory can serve as a model for the contrastive analysis of the grammars of any two languages. Examples are provided for English and Hausa. (AM)

Sequence of consonants in English and Arabic is discussed phonologically. It is suggested that such detailed contrastive studies are useful to: (1) second language teachers in pinpointing areas for classroom attention, (2) language typologists, and (3) typists and printers. (JB)

In second language learning, the phonetic features of a dialect of the native language are often more important than those of the standard form of the language. Positive or negative transfer from the native dialect to the target language may occur. Details of Swabian-English transfer are discussed. (CHK)

Discusses interference problems from Spanish to Portuguese; phonological, morphological, syntactical and orthographic interferences and difficulties are outlined. Information may help teachers of Portuguese. (CHK)

Contrasts the use of metaphors for death and dying in English and Spanish and makes some observations concerning universal and culture-specific conceptualizations. The article points out that the human capacity to conceptualize and reason derives from experience (perceptions, cultural practices, motor activity) and imagination (metaphor, metonymy,…

Demonstrates the similarities between English and Farsi with respect to discourse-functional constraints on inversion. It is argued that this phenomenon is significant because these two languages exhibit different canonical word order and thus expectations can be raised from some functional-syntactic universals. (15 references) (Author/CK)

Suggests that a sociopragmatic approach to the study of forms of address may shed new light on address behavior in general and on the use of forms of address in French and Dutch in particular. "Form of address" is used to encompass not only second-person singular pronouns, but also other devices that can be employed to make reference to…

Examines a case of dialectal variation in a subpart of the tense-modality aspect system of Indian English. Focuses on functions associated with an existing form: the use of the pluperfect "had" + V-"ed" construction. Contrasts this usage with that of British and American English. (Author/VWL)

A review of research and theory on the structure of signed and spoken languages explores the relationship between the two language types and how the study of signed languages can inform researchers about the human capacity for language. (29 references) (CB)

A contrastive analysis clarifies the differences in the formation of English and Persian verbs through examination of language differences in person, tense, phase, aspect, mode, voice, and status. (27 references) (CB)

The features necessary in an introductory course on translation are described, and the standard text for this kind of course is evaluated with reference to two critical accounts of it. Differences in general structure between the standard text and one in preparation and some theories needing modification are examined. (Author/MSE)

Outlines a contrastive analysis model and a non-contrastive analysis model for studying interlanguage in strictly bilingual settings, and suggests a bidimensional framework, including both linguistic and curricular components, for studying interlanguage in multilingual settings. (21 references) (CB)

Focuses on original poetic composition in American Sign Language (ASL). The development of a documented body of poetry in ASL and of a framework for poetic usage has demonstrated that the limitations of gestural sign systems are inherent in the cultural development of the deaf and has affirmed the legitimacy of the deaf community and its language.…

Three categories of topic referents (nominal, pronominal, and periphrastic) are identified in 27 Belizean texts and 12 American texts, and the effects of referent choice of two variables (topic number and stylistic/lectal context) are investigated. One finding is that Belizean lects are strikingly similar to spontaneous styles of American English.…

Some differences between Western and Chinese thought patterns are highlighted to help language teachers better prepare teaching strategies for Chinese-speaking students. Differences discussed include emphasis given to bigger/smaller units, tense, direct/indirect expression, individualism, appropriate behavior, linear vs. circular thinking…