In dealing with the differences between the school and non-school language of Black children, the author uses a contingency grammar," which considers all speakers of a language to have the identical linguistics competence but includes a level of systematic performance" to account for dialectal and other systematic differences. (FB)

Part II of a continuing series on French grammar. (DS)

Presentation of a series of drills and suggestions on how to use them. According to the author, "the aim of these drills is not the inculcation of meaning, but fluency and skill in sentence manipulation." (FWB)

The McCaig article appears in this issue, pp. 612-18. (RD)

Reviews research on contributions of the child's environment to the development of syntax and semantics. Current theoretical proposals for internal and external constraints are discussed, and the implications of the research for the theoretical descriptions of the child's contribution to development are considered. (RH)

The dislocation of sentence elements in spoken French is seen as allowing the speaker to free himself from certain constraints imposed on word order, position of accents, and grammar. Dislocation is described, its various functions are enumerated, and implications for second language instruction are outlined. (MSE)

Suggests a method for analyzing structure and process in prose using algorithms based on graph theory and rules based in syntax. Describes application of the method to essays written by 52 fourteen year old pupils on a newly learned topic in chemistry. (Author/GC)

Reviews some problems which have risen from the neglect of actual language behavior data in favor of data comprised solely of intuitions as to sentences' grammaticality. Discusses a study of syntactic variation across sex in Japanese as an example of research using socially situated real speech. (EKN)

Examines children's errors in interpreting 'ask' as 'tell' in the framework of pragmatic development. Results indicate that if the children do not know the information, they relay the question, i.e., 'ask.' If they do know the answer, they supply it, i.e., 'tell.' (EKN)

Argues that sentences in the "have a V" frame are not idiosyncratic, but exhibit orderly and systematic behavior and are governed by strict semantic rules. Discusses 10 subtypes, each with a slightly different semantic formula. (EKN)