A study of errors in papers written by upper-level (Grades 11-13) students of English, notably in the use of participles, inversion, modal auxiliary verbs, pointed to deficiencies in upper-level teaching texts, insufficient exposure, and goals that are too high. (Text is in German.) (IFS/WGA)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

Cautions that the chief value of programmed instruction is in drills and reviews. Then describes the development of a program in the use of the simple present and the present progressive, with special attention to its structure, teaching aids and the functions of sketches and tests. (Text is in German.) (IFS/WGA)

This study tests the hypothesis that the terms Chicano and black are more acceptable among public than among parochial school students. It also determines if widespread acceptance of these terms is real or apparent and if there are differences in terms of school systems, sex, or socioeconomic status. (Author/AM)

The introductory article in an issue devoted to language and communication situations. This topic is treated for the following reasons: linguistic competence means communicative competence; structure and external communication conditions have equal real value; and dichotomies are operative in different types of communication. (Text is in French.)…

The A-Level literature exams are criticized for using language that is too vague or too difficult, and concepts too involved or sophisticated for the student. It is suggested that examiners confer with teachers and compose questions that are clear and explicit. (CHK)

Decries the lifeless and mechanical language used in the national syllabus for oral communication instruction, arguing that it contradicts the interaction it seeks to describe, and that efforts to assess interpersonal communication are equally inappropriate. (HTH)

Examination of the West German language and society suggests that the notion that the West German indigenous working class is separated from the middle class by a linguistic barrier is invalid. (Author/CB)

Recalls the atmosphere of teaching college in the 1960s. (SRT)

Calls for speech, language, and composition professionals to take up the unfinished business of the Committee on the Students' Right to Their Own Language, bring to fruition the Ann Arbor ruling, and move to counteract reactionary sociolinguistic forces. Proposes a three-pronged national language policy. (FL)

Study of Danish language needs of an immigrant student leads to the assertion that concepts pertaining to first- and second-language vocabulary need revision, particularly regarding certain minority languages and certain fields, including the distinction between "active" and "passive" vocabulary and first-language and…

Describes a six-week program in which a teacher did not talk to her students but rather wrote all assignments and questions on the board. Concludes that the experiment improved student self-reliance and helped them to read and interpret instructions. (FL)

Discusses the manifestation of sexism in language and makes practical suggestions for overcoming these problems in second-language instruction. Topics covered include forms of address; occupational titles; exclusion of gender; sexual stereotyping; sex differences in language use; politeness; verbosity; and classroom interaction. (CB)

Analysis of the spontaneous speech of English- and Italian-speaking children with specific language impairment indicated that word-final consonants adversely influenced Italian subjects' tendency to use articles. There was no evidence of syntactic differences between the language groups. (Author/CB)

Discusses diverse examples of literary devices by comparing metaphor and humor. Defines and illustrates paronomasia, paradox, oxymoron, anacoluthon, zeugma, parody, jargon, satire, conceit, anachronism, hyperbole, cacography, understatement, and doggerel. A humorous appendix contrasts errors with rhetorical devices. (NKA)