Diary observations of two-year-olds' over-extended word use have been interpreted as arising from the word's underlying semantic feature structure. This interpretation was rejected after a study of five children. The need to construct models of early word meaning reflecting certain early language development patterns is discussed. (CHK)

The comprehension ability of 36 children at three stages of telegraphic speech was assessed using active behavioral responses to declarative and imperative sentences. A significant increase in verbal and behavioral appropriateness with age was found for imperative and declarative forms. Results are compared with Shipley, Smith and Gleitman's…

This work represents an effort to develop empirical algorithms useful for measuring alliteration. The resulting rankings compare not unfavorable with an intuitive ranking. (Author)

For the two children studied and in the situations observed and recorded, important conditions for the emergence of language in the ontogeny of communication appear to be: (1) interaction with caretaking adults, (2) shared focal attention, and (3) specificity of reference. (Author)

An analysis of the theory of distinctive features advanced by Roman Jakobson, Gunnar Fant and Morris Halle in "Preliminaries to Speech Analysis." The notion of binarism, the criterion of distinctiveness and the definition of features are discussed. Questions leading to further research are raised. (Text is in French.) (AMH)

A study of the spoken French of 120 residents of Montreal. The researchers were interested in the linguistic and social factors influencing the use of "avoir" and "etre." Results show that this usage corresponds to a tendancy to regularize conjugations. (Text is in French.) (AMH)

Compares semantic uses of mental state words by children four and a half to five years old. Suggests that children's linguistic and cognitive capacities can be influenced a great deal by subtle situational factors and that the effects vary according to the child's cultural background. (AEW)

Leaders of national organizations representing foreign language teachers have strongly criticized some of the ideas and planning behind a National Foreign Language Center that is being established in the District of Columbia. Complaints involve: information lags, lack of association participation in program development, competition with other…

Survey responses of 121 professionals in applied linguistics indicated a range of knowledge of the concepts and procedures associated with empirical research. Respondents also showed differing attitudes about the usefulness of statistics and techniques in research methodology and the need to be informed about such procedures. (Author/CB)

Examines the relationship between current concepts of reading processes and contemporary theories of literary response. Argues that text-based reading theories are isomorphic with the New Criticism, and that reader-based theories of reading are isomorphic with reader-response criticism. Maintains that literary theory ignores interactive…

Literature on the following topics is reviewed: (1) discourse analysis as it relates to communicative competence; (2) classroom communication, and (3) the needs of students wishing to gain fluency in a foreign language. (MSE)

Attempts to tackle theoretical and empirical problems of measurement in the study of linguistic minorities from sociological and demographic perspectives. The operations of a language community, the growth of a language group, language shift, and language maintenance are addressed in terms of language community membership, current language…

A review of current research regarding foreign language learning motivation considers development of the prevailing theory, integrative versus instrumental premises, neglected points of significance in previous research, inadequacies of the general model, and developmental aspects of learning motives. While such research has reached a…

Focuses on the potential ways that second language acquisition research can contribute to the formulation of instructional program goals, with emphasis placed on the nature of language, sequencing of skills, attainment, and language attrition. (CB)