These two units of the Minnesota Project English curriculum employ transformational grammar in an attempt to make eighth-grade students aware of fundamental facts about their language. Concepts taught in the first unit are (1) that an infinite number of English sentences exists, (2) that a few basic transformations are the basis for a large number…

This transformational approach to teaching German, initiated in the fall of 1965, describes an experimental course at McGill University consisting of 156 hours spread into 26 weekly installments of one laboratory and five lecture hours. Detailed in this article are: (1) a priori claims concerning methods, (2) theoretical assumptions about learning…

This paper is concerned with the syntactic problems raised by the grammatical phenomenon in Japanese that is called here the "complementizer." In the types of sentences under consideration here, S2 is a nominal clause. Such a clause acts as a noun phrase adjunct to the verb in S1. The noun clauses in question are often followed by a…

Discusses the problems involved in establishing a system of linguistic notation. (Text is in French.) (PMP)

This paper presents, within the framework of case grammar, an analysis of object pronominalization in Spanish. It begins with a discussion of the derivation of pronouns in general, and proceeds with observations on the structure of object pronouns in Spanish, and with rules for their derivation. Reasons are given for excluding many so-called…

The range of Spanish varieties found among Chicanos is broad and can be expressed in terms of a linguistic continuum where particular varieties or rules are triggered by the presence of social and economic factors which permeate the relationships among speakers involved in a locutionary act. (Author/NQ)

Consideration of the grammatical connections which might exist between certain structural types of substantival metaphors, e.g., You're a (greedy) pig!'' and You're as greedy as a pig!'' (RS)

Based on a lecture given in Charles Fillmore's syntax class at the 1970 Linguistic Society of America Summer Linguistic Institute at Ohio State University. (RS)

Investigates the differences in syntactical structure of sentences written by school children of different ages and of different abilities within the same grade. Writing of certain adults is also studied. (MH)

Two experiments involving four and seven normal children four- to eight-years-old examined processes responsible for generative language acquisition and conditions likely to facilitate recombinative generalization. All children learned new syntactic rules to generate three word utterances, regardless of the orderings of agent, action, and object…

Discusses trends and developments in generative phonology; metatheory and evidence in phonology; and segments, features, and marking. (RL)

We present a set-theoretic model of the mental representation of classically quantified sentences (All P are Q, Some P are Q, Some P are not Q, and No P are Q). We take inclusion, exclusion, and their negations to be primitive concepts. We show that although these sentences are known to have a diagrammatic expression (in the form of the Gergonne…

This is a study of linguistic variability among social levels in West Germany and of the problems associated with doing such an analysis. The data, ordered according to sex and social levels, were collected from young children retelling narratives heard on tapes. The report represents a comprehensive study of the children's syntactic performance…