Stories were presented in signed English and American Sign Language (ASL) to 36 profoundly deaf subjects. Results showed that both ASL- and English-dominant bilinguals translated English stories to ASL in retelling. Relevant literature is reviewed, and implications for bilingual education of deaf students are noted. (Author/SED)

Describes instances in which conversation topics are audibly formulated in a classroom during a one-hour science lesson and how this task may be problematic for both participants and analysts of classroom talk. (HTH)

Examines two texts showing that the relational propositions (frequently implicit) that arise out of a combination of independent clauses involve every clause and that they occur in a pattern of propositions that connects all of the clauses together. Shows how relational propositions are essential to the functioning of the text. (HTH)

Describes a study that examined the organization inherent in children's misarticulations of final consonant sounds. Specifically, it inquired whether, when children with final stop and fricative omissions are taught to produce either stops or fricatives in word-final positions, generalization occurs to untaught items or only to taught items.…

Compares the order of acquisition of German syntactic structures in the untutored adult learner with the order of presentation of these structures in seven, commonly used German textbooks in four-year, postsecondary institutions. (EKN)

Investigates the nature of threats and their responses as collaborative units in children's discourse. Research indicates that girls prefer withhold-object or action and harm-threats while boys focus exclusively on harm-threats. Younger children produce more threats than older children, and threats occur more frequently in child-directed settings…

Supports use of multiple paradigms for the measurement of individual differences in the search for explanations of natural language. Rather than a single paradigm discipline, they offer a wider scope of inquiry--phenomena of interest, types of questions, and forms of explanations, as well as opening the discipline to inspiration and analogy from…

English- and Japanese-speaking children aged four and five were asked to say the opposite of statements. Statements varied in truth value and unmarked/marked membership of antonym pairs. Findings did not support a universality hypothesis; differences were found between the two groups in the use of semantic and syntactic denial. (Author/CB)

Examines the linguistic and technical factors that are responsible for the intractability of the computer input problem caused by Japanese orthography and the social factors that lend it a sense of urgency. (FL)

Four versions of several paragraphs had the same second sentence and were referentially coherent, but they differed in causal relatedness of the two sentences. Results showed that despite referential coherence, recognition and recall memory for the causes was poorest for the most and least related causes and best for causes of intermediate…

Reviews the literature on listening comprehension in language classes, especially Heidi Byrnes' article, "The Role of Listening Comprehension: A Theoretical Base," with a view to adding practical elements to Byrnes' linguistic analysis. Lists steps necessary to produce proficient listeners and given examples of programs which follow…

Examines the effects of speaker sex, socioeconomic status, ability, communication apprehension, ridigity, and question type on the incidence of 16 style markers and on verbosity in simulated job interviews. (EKN)

Examines the nature of American Sign Language, indicates its intricate morphological structure, and demonstrates one experimental way of uncovering and validating this structure. (FL)

Problems encountered in attempting to teach the Spanish verb system can be traced to misconceptions arising from the inadequate or misleading names of many of the tenses. The nature of descriptive terminology is the level at which the problem of nomenclature is treated in this study. (SL)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)