Presents examples of interference phenomena, lexical, grammatical, and orthographic, which occurred in the translation section of examinations given to prospective teachers of English in German university-preparatory high schools. The elements of error are analyzed, and corrected versions are supplied. (IFS/WGA)

Explains how semantic webbing (a process for constructing visual displays of categories and their relationships) works with a basal reader story and presents some teaching strategies for effective semantic webbing. (HOD)

The article describes the Diagnostic Evaluation of Writing Skills (DEWS), a diagnostic teaching tool containing criteria of assessment to determine a student's deficiencies in reading and writing. (DLS)

A model of the structure of complex words based on an organization of the internal lexicon by shared-meaning content is proposed. Results of traditional linguistic experiments testing the hypothesis show that meaning content is a more salient basis for judgments of similarity and difference than is meaning structure. (PMJ)

Six theoretical properties of the self as seen from an interactionist perspective are discussed in terms of their measurement implications. Suggestions are made about how such properties might be taken into account in deriving quantitative measures of certain characteristics of role/identities. (Author/MH)

Analyses the syntactical, semantic, and stylistic characteristics of English passive constructions and stresses the frequency of their occurrence in scientific and technical English. Recommends that for adequate mastery of this special purpose dialect, teachers make students consciously aware of these grammatical structures and of their usage.…

Several exercises are presented that are intended to challenge and "limber up" the translator's manipulation of words, meanings, and connotations. The exercises point up the complexity of the translating task and encourage the translator to make the most of this fact. The focus is on French and English. (MSE)

The development and use of French neologisms, or new words and idioms, is viewed as an important subject for the attention of translators, especially those dealing with specialized journals. A number of examples are given. (MSE)

Concepts associated with divorce, family, and self were rated. The observed conceptual/attitudinal changes indicate that a so-called didactic-educational course may have an impact over and beyond the mere acquisition of factual information. (Author)

Normal and learning disabled children were presented with visual and auditory items for free and cued recall. Deficits in semantically cued recall for children with one impaired modality originated at presentation time, perhaps because of separate pathways linking the auditory and visual modalities to the semantic system. (Author/RD)

Explores the role of negative marking in the mapping of the semantic and syntactic structures of Taiwanese modals on to their surface structure in terms of syntactic transformations. Particular attention is paid to the process of lexical fusion as it occurs in such negative forms as "be" and "m." (Author/PJM)

Gives a syntactic, semantic, pragmatic, and discourse structure analysis of mothers' speech to children of 1;0, 1;8, 2;3, and 5;0 years, showing that the age of the child to whom mothers were speaking could be predicted very accurately from her speech. The changes in mothers' speech are responses to concurrent changes in children's language…

From an examination of the different meanings used for identical career education terms, the author lists fifteen key terms (categorized under time and effort, work content, and workplace structure) considered central to career development and education, identifies distinctive meanings, and proposes standard definitions for these key constructs.…

Three experiments were conducted that studied the effect on comprehension of words containing more than one meaning. When children were asked to choose appropriate word meanings by reading sentences that provided "disambiguating" clues, they did not effectively identify from context the less common or secondary meanings of words. (MKM)

Illustrates how a linguist might approach literary analysis, emphasizing the behaviors of the reader. Discusses four kinds of signals of meaning, including the lexical, the grammatical, the thematic, and the cohesive. (RL)