Distinguishes between the letter of the law and its spirit in the use (or misuse) of E-Prime (a form of English that eliminates all forms of the verb "to be"). Shows how sentences written in E-Prime can still be fraught with unclear thought. Considers how E-Prime can be abused. (HB)

Discusses the feasibility of the total elimination of conjugated forms of "to be," as advocates of E-Prime suggest. Claims that a total elimination is not acceptable, because certain forms of the verb "to be" are more feasibile and therefore more important than others. (HB)

Questions the usefulness of E-Prime (a form of English that eliminates all forms of the verb "to be"), particularly the claim that E-Prime provides a simple discipline by which dishonesty and prejudice can be eliminated from communication. Claims that restructuring verbal communication treats the symptoms of dishonesty without curing the…

Discusses some of the historical background of the movement to do away with the verb "to be" and employ E-Prime (a form of English that eliminates all forms of the verb "to be"). (HB)

Discusses the beneficial aspects of "E-Prime" (a form of English that eliminates all forms of the verb "to be") and shows how it can be used to alert students to the pitfalls of that verb. Provides examples of how one form of the verb can be greatly overused and abused. (HB)

Argues that a complete alteration of English to the form called "E-Prime" (a form of English that eliminates all forms of the verb "to be") is not possible and would result in losing important speech patterns, such as identities and identification. Lists patterns of identification. Concludes by advocating "E-Choice"…

Several different conceptualizations of applied linguistics are evaluated, ranging from "applications of linguistic theory" to alternative models for studying language that extend and complement generative grammar as a theory of language. It is shown that they imply substantive differences in goals, methods, and priorities of language study. (30…

Argues that the concept of subjective theory and the corresponding methodology have considerable potential for second-language research in terms of building adequate models of second-language learning, teaching, and production; developing adequate methodology to analyze the mental processes underlying second-language learning, teaching, and…

Two experiments are presented that investigate the processing of pronominal reference in American Sign Language. Experiment one indicated that pronoun activation was not immediate, and there was no strong evidence for the inhibition of nonreferents. Experiment two was designed to investigate whether the pronoun also activated a representation of…

Expands on an earlier article that explained how a Gricean theory of implicature might provide a systematic partial reduction of the Binding Conditions, and introduces a radical alternative that uses the same pragmatic framework but gives an account better adjusted to some languages. (113 references) (GLR)

Sample accepted findings on learners, environments, and interlanguages are proposed along with some implications for second-language acquisition theories. (79 references) (JL)

Reviews the role of statistical hypothesis testing in research, discusses the problems with multiple t tests, indicates when they are a problem, and suggests a compromise solution. (one reference) (JL)

Presents results of a study involving 54 8- to 12-year-old children with specific language impairment who are compared with a control group on a referential communication task. The children were asked to describe a picture from an array of eight similar items so that the listener could identify it. (18 references) (GLR)

Claims the ancient Chinese had "senses" of rhetoric which reveal a tradition of argumentation that should be recaptured by historians of rhetoric. Seeks to broaden and embellish the portrayal of that rhetoric. (NH)

Studies intertextuality in teachers' peer dialog journal exchanges. Findings show that the meaning of intertextual links between entries has much to do with partners' shared stances toward gender roles (for the exchange between two women) and their roles as teachers within the school (for the exchange between two men). (Author)