Presents a model of the structure of logic considered necessary for computer processing of metaphorical language. Formally states and diagrams the algorithm for metaphors, isolating domain distance, predicate inequality, and hyperbole as particularly important factors. Distinguishes explanatory literal analogies from expressive metaphors,…

Considers pragmatic competence and misinterpretations in foreign-language use. Findings indicate that too many language teachers are still clinging to prescriptive views of language use. Practitioners should reevaluate the ways students' use of the language adds to its wealth and scope. (CB)

Briefly explores the role of the elderly in sociolinguistic theory and research. It is determined that speech accommodation theory is a profitable framework for elucidating the sociolinguistic mechanics of and the social psychological processes underlying intergenerational encounters. (Author/CB)

Uses a quantified version of a syntactic acquisition hierarchy to compare syntactic development in second language learners to that of other components of grammar, particularly inflectional morphology. (CB)

Observation of adult response to children's initial overextensions (use of the correct label, correction of error, and demonstration of object attributes) revealed that demonstrations were the most important factor in inducing toddlers to assign an object to its adult category. (Author/CB)

To create an environment which motivates students to learn the conventions of formal writing, teachers must teach children the place that these conventions have in language and in linguistic history. Principles that give students a broad picture of language are listed. (JL)

A 1984 analysis of 32 leading social work journals over a two-year period revealed that 24 had policies or practices that supported nonsexist language; 8 provided explicit instructions to authors regarding use of nonsexist language in submitted manuscripts; and 10 consistently implemented the standard. Recommends formal policy on and specific…

Critically examines the notion of a "natural" acquisition of language, explores current language theories regarding second-language acquisition theories and language education, and argues that the "naturalization" of achievement as ability works to deny certain students access to the evaluation criteria on which their access to further education…

Questions the validity of two assumptions behind the search for the "best" pedagogical (English as a second language) grammar: (1) that there is one ideal pedagogical grammar; and (2) that the success of a pedagogical grammar depends primarily on the linguistic theoretical assumptions incorporated in it. (Author/CB)

Claims all-news radio programming has appeal because it is monotonous, cyclically repetitive and expectable and that (1) the style encourages "habitual" and "automatic" listening with an economy of effort, and (2) the structure anesthetizes listeners by couching the news in familiar linguistic forms which subtly stabilize and…

Uses examples from advertisements to support the claim that usage opinions have a minimal influence on actual usage, and formulates a new law of usage, stating that when a language change occurs, some people will adopt it, some will oppose it, and most will ignore it. (NH)

Lists books published for children in 1985 that are either unique in their language or style, deal explicitly with language, or invite child response or participation. (FL)

Uses Grimm's fairy tales to teach students how to read critically for appropriate quotations and proper stylistics for including them in writing. (HTH)

Dialect differences are a significant factor in learning to read for English-speaking adults. These differences can be used constructively to help students learn about various features of formal and nonformal English. Emphasis should be on helping students use their experiences to make global sense of the passages they read. (Author/CH)

Describes students' work during a 12-week course on fantasy offered to talented and gifted high school students. Illustrates how the students learned about metaphor and inference. (SRT)