This study shows that the noun bias in early vocabularies rests only in part on the acquisition of object names. An analysis of vocabulary composition from 45 children at I;8 indicates that more nouns are acquired than all other word classes but that only about half of the nouns acquired are the names of basic level object classes (BLOCs). (KM)

This article notes seven key problems in language learning strategy concepts and classification systems as they relate to empirical research in the area of second- and foreign language development and suggests ways to resolve these problems and thereby increase unity, coherence, and meaningfulness of language learning strategy research. (99…

Incompleteness of competence--lack of command of certain second-language (L2) aspects--and divergence--interlanguage representations of L2 properties different from native representations--are distinct states of grammatical competence, as seen in French and English speakers of Italian (L2). Discussion argues that competence differences reflect…

This study explores the role that gesture plays in the earliest stages of language learning. A description is provided of how one-word speakers use gesture in combination in combination with speech in their spontaneous communications and interpret gesture presented in combination with speech in an experimental situation. (JL)

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…

Twelve two year olds were taught novel count nouns for related but unfamiliar objects. Children's interpretation of the relations between the nouns was mediated by the similarity of the objects, a result that suggests that, by age two, children have the conceptual and lexical abilities necessary for establishing hierarchical relations. (LB)

Discusses factors that have delayed the development of basic research on both sign language and the deaf community in South Africa and presents findings of a study conducted to determine effective sign language communication between deaf and hearing signers in South Africa, the SimCom project. (14 references) (GLR)

This study demonstrates that communication in multilingual settings demands more than the knowledge of several languages. The paper further elucidates multilingualism and multiculturalism, interactional competence, models of multilingual communicative behavior, and sources of misunderstanding in intercultural communication and presents cultureme…

Data obtained from a test of erasing an initial consonant or vowel of nonwords are presented and discussed to prove the inefficiency of processing when depending solely on acoustic decontextualized data. The experimental paradigm is the same as that used by the Universite Libre de Bruxelles. (six references) (LB)

The recognition of multimorphemic French words was investigated using a procedure that allowed the position of first fixation of the eye to be manipulated and gaze durations to be recorded. (37 references) (Author/LB)

Four experiments on the acquisition of binding are compared, two conducted with Italian-speaking children and two with English-speaking children. English-speaking children's mastery of pronominal binding is found to lag behind their mastery of binding for anaphors and R-expressions. (61 references) (Author/LB)

Examined children's metapragmatic knowledge, or knowledge about linguistic forms. Children were read narratives in which a protagonist made a request. Children evaluated the request, explained their judgments, and suggested alternative formulations of the request. Findings showed that five year olds had metapragmatic knowledge and that…

A study investigating the evolution in French of the unstressed "e" positioned between single consonants (e.g., "besoin") is presented. It is argued that stabilization of this pattern cannot be confirmed in the speech of educated Parisians but appears to be governed by sociolinguistic variables. Lexical conditioning is examined. (Author/MSE)

Certain apparently deviant, inverted forms of the French imperative (e.g. "pas touche!" for "ne touche pas!") are analyzed. A number of phonosyntactic explanations that focus on phonological order, rhythm, and intonation are examined. The strength of the imperative intention is also considered. (MSE)

Studied interpretation of local anaphor "sjalfan sig," the long-distance anaphor "sig," and pronouns in 55 Icelandic-speaking children and 10 adult controls. Results support an approach to binding that distinguishes the syntactic use of sig from its logophoric use and treats sig as a pronominal both in its internal structure…