Presents a precise and detailed process to be used in error analysis. The process is proposed as a means of making research in error analysis more accessible and useful to others, as well as assuring more objectivity. (Author/AMH)

Describes a study that tests whether the sociolinguistic differences observed in essays in German are a carry-over from the native Scottish English. A previous study is described which tested the hypothesis that social class influences linguistic behavior and could be a cause for errors in a foreign language. (AMH)

A study is described which (1) focuses on the syllable structure of the interlanguage in an attempt to determine how it differs from the syllable structure of the target language, and which (2) begins to identify some of the processes which may shape that interlanguage syllable structure. (Author)

Discusses the theoretical foundation for Ferguson's correlation between speed in detecting syntactic errors in written English and acquisition of the listening comprehension skill. A detailed analysis of Ferguson's procedure is given along with references to other pertinent literature. The original conclusions are questioned. (AMH)

Since linguistics and foreign language education meet in the domain of contrastive analysis, it should be possible for these two professional areas to cooperate in the development of pedagogically useful grammars. Such grammars should concentrate on traits of particular languages and on functional linguistic style. (JB)

Foreign language departments tend to develop into sophisticated organizations, giving service to large numbers of students and capable of applying the best technology available. Several models of departmental organization indicate some lines of effective growth. (JB)

Describes and classifies French consonants from an articulatory-phonological perspective. (JB)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)

Presents a reworking of the rules of genitive singular inflection in German nouns, allowing the prediction of the distribution of "s" and "es" in a greater number of nouns than previously possible. (AM)

The development of German proficiency by a three-year-old Australian boy living in Germany was monitored for a five-month period. His command of German negation is reported. The study is seen as bearing on issues in first and second language acquisition, such as competence and interference. (JB)

A short survey of the classifications of Russian verbs from the fields of linguistics and language teaching is presented, and a classification useful for language teaching based on linguistic principles is developed. The classification is demonstrated using 1,400 verbs and 4,000 frequently used words in language teaching. (SW)

Among the topics discussed in a consideration of linguistic errors are the following: (1) errors and linguistic theory, (2) hypotheses on the origin of speech errors, (3) psychological reality of distinctive features and the syllable, (4) structural valence and linguistic errors, and (5) errors and text structure. (SW)

Proposes an approach to contrastive linguistics which takes into account syntax and semantics, and discusses the role of such an approach in explaining surface structure differences between English and Chinese sentences of the type: "He is a good pianist" and "I have a bad knee." (AM)

Analyzes the physiological, acoustic, and auditory reasons for errors in the pronunciation of French nasal vowels by students, and suggests techniques for overcoming the difficulties identified. (AM)

Reports on an experiment designed to compare the linguistic ability of English-speaking students of French to that of native French-speaking students, through sentence repetition, in order to draw some conclusions regarding approximative grammars. (AM)