A study of linguistic theories as they apply to translation, which is understood as a translation of ideas, not of words. Topics covered are: lexical structure and polysemy; meaning; structure and polysemy; meaning and "related ideas"; structural linguistics; semantic fields and context. (Text is in French.) (AMH)

Focus is one factor that may account for children's use of single-word utterances after they have acquired the use of multi-word utterances. The possible role that focus may play in children's use of single-word utterances in naturalistic settings, after the acquisition of syntax, was investigated. (SW)

An investigation of the relationship between a speaker's decision to treat portions of the information in a sentence as given or new and the syntactic form of the sentence produced. A tendency of English speakers to use alternative surface structure rules to present given information before new information is demonstrated. (AMH)

Twelve 21/2-year-old children received adult verbal intervention selectively directed toward acquisition of either question forms or verb forms. Findings showed that children who received verb intervention acquired new verb structures while children who received question intervention acquired new forms of questions. (Author/JMB)

A sentence-reading procedure was used to study the influence of syntactic structure on the timing of syllables in speech production. The study was designed to test whether syllable lengthening might be sensitive to the distinction between surface and underlying structure. (Author/RM)

These tenses may be taught effectively through pattern drills and structural exercises, followed by careful explanations designed to distinguish them from the plus-que-parfait, which may be taught concurrently. Guidelines for textbook presentation of these tenses are included, as are descriptions of their forms and usages. (DB)

This paper formulates a semantic distinction between predicates in Japanese which take indirect questions and those which cannot, and advances a hypothesis that the former crucially involve in their semantics the absence, acquisition, presence, and loss of information relevant in certain ways. (Author)

Critically examines the foci of four prevalent explanations for reading failure in children: visual perception, intersensory integration, temporal-order perception, and verbal functioning. Applying findings from his own laboratory investigations and other selected research to each of the four hypotheses, author argues that the verbal-deficit…

Telegraphic conciseness is possible because of three processes: simplification of utterences by eliminating modal and functional words; recourse to semantics outside of any syntactic context; and recourse to a shared context. Telegraphic syntax is simply a slightly different usage of language rules. (Text is in French.) (AMH)

This paper reviews evidence for and against imitation as a factor in the acquisition of syntax. It is concluded that the effects of imitation of children's speech are too pervasive to be dismissed as irrelevant. An important question is how a child extracts grammatical information from imitated sequences. (CHK)

Examined with 15 linguistically normal and 15 linguistically deviant male children (5 to 7-years-old) was the ability to judge as right or wrong, and to change the sentences judged as wrong, three types of agrammatical sentences. (IM)

Criticizes the modern style of Spanish writing, in correspondence, the press, and official communications. Rules of grammar and correct vocabulary are often ignored or perhaps never learned. (Text is in Spanish.) (CHK)

A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)

Examination of the effect of two linguistic factors on kindergarten through fourth-grade students' understanding of idioms indicated that the younger subjects better understood syntactically frozen idioms than those presented in various syntactic forms, while older subjects comprehended both kinds. (Author/CB)

Analyzes shortcomings of conference papers intended for the eye rather than the ear. Referring to classical oratory, speech act theory, and cognitive theory, recommends revising papers for oral presentation by using classical disposition; deductive rather than inductive argument; formulaic repetition of words and phrases; non-inverted clause…