An experiment is reported comparing the pluralization patterns exhibited by American college students studying German with those of adult and child native speakers of German. Respondents' pluralization of 30 nonsense words did not reveal significant interference between English and German in this regard. (PMJ)

The Russian device for distinguishing between mass words and count words by forming singulatives through suffixation is studied. (PMJ)

Instances of conversational disruption caused by a clanger, or interactionally aggressive utterance, which disrupts the expected relationship of verbal moves in conversation are examined at the phonological, lexical and syntactic levels. Speakers use clangers to redefine the relationship between the participants in the interpersonal domains of…

An attempt to refute the opinion that true bilingualism is acquired only in early childhood. The discussion arises from experience with bilingual adults. The results of the study lead to recommendations on the production of materials for the teaching of foreign languages. (Author/AMH)

Aims to give the teacher a practical framework which can be used in the classroom. The analysis of the framework is based on tape recordings of classroom lessons in the teaching of English as a second language (ESL) in Germany and on observations during a project on bilingual education in Wales. (AMH)

Examines various kinds of linguistic and psychological information for their pertinence to the arrangement of grammatical information in teaching beginners in English as a Second Language. It is claimed that the psychological information on learning processes is as important as linguistic analysis of the target language. (Author/AMH)

Suggests that creating a second-language semantic network can be conceived as developing a plan for retrieving second-language word forms. Characteristics of linguistic performance which will promote fluency are discussed in light of the distinction between episodic and semantic memory. (AMH)

Discusses the problems in obtaining data for the error analysis of deviant speech. It is suggested that the only way to obtain reliable data is to compare the difference between utterances of handicapped subjects and the analyzer's expectations with the differences of non-handicapped subjects and the analyzer's expectations. (Author/AMH)

Claims that mere frequency of presentation is not enough for efficient vocabulary learning to take place. Each item should be presented in a wide range of syntactic contexts. It should also be noted that even apparent synonyms may not be substituted one for the other in any sentence-frame. (AMH)

Proposed a model of first and second language learning within a communicative approach. (AM)

Presents an analysis of the similarities and differences between the temporal conjunctions "when" and "while." (AM)

Reports on an experiment which sought to use the cloze procedure to test progress in listening skill development in German-speaking students of English. (AM)

Reports on an experiment investigating the modifications in lexicon, grammar, and phonology, made by language teachers as they related to varying levels of proficiency, and are compared to "foreigner talk." (AM)

Discusses the results of an error analysis of 100 English compositions written by university students in Iran. It is suggested that mistakes are not primarily due to interference from the native language, but to developmental errors, similar to errors made in first language acquisition. (Author/AMH)

Discusses the literature on interference as the cause of errors in second language speech. A study is reported which shows that interference by the native language is most often the factor responsible for the largest number of mistakes in grammar and vocabulary. (Author/AMH)