Discusses lexical interference for Germans learning Russian, appearing in (1) imperfect equivalencies, (2) differences in the ways the two languages realize "deeper meanings." Using a contrastive approach, guidelines for teaching are suggested. Some typical lexical errors are analyzed, and suggestions offered for avoiding them. (Text is in…

Paper presented at the Panel on Chinese Local Studies, Association of Asian Studies Annual Meeting, New York, N.Y., 1972. (DD)

Work supported by a grant from the U.S. Office of Education to the University of Hawaii. (RS)

Explanation of a frequent error made by Thai speakers of English in pronouncing Good Morning!'' (RS)

The interference effect of subsequent learning on the retention of material already learned is investigated employing difficult prose passages and a recall test. (PR)

Study resulting in the conclusion that the semantic relationships between words in the bilingual's languages influence tasks involving secondary memory, whereas no interlingual interference occurs in a second learning situation depending mostly upon primary memory. (Author/FWB)

Discusses an English test the authors designed to determine areas of interference between the lexical systems of Italian and English. Fourteen Italian students were asked to complete two multiple-choice vocabulary exercises, correct vocabulary items in a short reading passage, and translate a dialog from Italian into English. The complete test and…

Presents study involving university Spanish students testing predictive power of contrastive analysis in terms of accuracy of predicted hierarchy for persistence of phonological errors. Results show problems involving allophone use or nonuse are more persistent than those involving phoneme use or nonuse, and the degree of difficulty of a sound…

Describes interferences from the phonologic system of Arabic in the French spoken by Arabs, using data recorded in the works of French authors from the Maghreb region. The analysis focuses on instances of interference concerning the perception and production of vowels, consonants, and syllables. (MES)

Laments the lack of attention given to interference in vocabulary learning as contrasted with that accorded to interference in the communicative function of language, because the former is of greater qualitative importance. Gives examples from several languages showing the origins and bases of interference. (IFS/WGA)