Contends that Latinism was rejected by nineteenth-century American traditional grammarians. (DD)

Discussion of the appropriateness of grammatical terminologies, old and new, occasioned by a reading of the text cited in the title. (RS)

Reflections on Tobin's "Semiotics and Linguistics" and Shaumyan's "Semiotic Theory of Language" are offered. (23 references) (LB)

Urges that a distinction between "grammatical knowledge" and "grammatical description" be maintained in every aspect of language instruction and in preparation of instructional materials. (RL)

Discusses an analysis of grammar that systematizes knowledge about language according to new parameters but continues to view traditional grammar as the backbone of language structure. (NCR)

This article examines the definitions "syntagmeme" and "syntheme" and the criteria which distinguish one from the other. (Text is in French.) (AM)

Attempts to show that there is no real difference between explicit grammar (structural grammar) and implicit grammar, and that learning a second language's description does not coincide with learning that language. (Text is in French.) (AM)

Discusses four problems common to English as a second language students: (1) the use of "they" as a sex-neutral, third person singular pronoun; (2) the use of "I wish"; (3) how stress affects meaning; and (4)word pairs ending in "ate," in which the noun and verb have different pronunciations. (EKN)

Traditional Latin word classes are seen in relation to modern grammatical theory. (Text is in French.) (PMP)

Brief report on West German linguistic publications, intended especially for American linguists. Explanatory notes and a bibliography are included. (VM)

Special issue devoted to language and history. (VM)

After tracing the history of English grammar, the author defends the teaching of traditional grammar. A suitable English grammar must: (1) recognize the influence of Latin upon English; (2) describe the language while acknowledging its ambiguities; and (3) serve as a reliable guide to usage. (PP)

Reviews the main issues involved in foreign language teaching methodologies. Particularly discusses how the learner may be affected by the metalanguage used in instruction, when it is composed of traditional grammar terminology or modern linguistic terminology or when none is used. (Text is in French.) (TL)