An analytic sketch of motion/location in more primitive spatio-temporal terms is presented. The earlier account (ED 096 825), showing various languages' most characteristic pattern for deriving a putatively-universal underlying representation of motion and location, is continued. The English pattern is characterized further (amplified by data from…

The author argues that a componential analysis of Russian case desinences is possible and useful, and that it consequently deserves a place in the linguistic analysis of Contemporary Standard Russian. The two basic assumptions of the author's theory are: first, that the meaning of cases reflects primarily the relation of substantives to the action…

Proposes an analysis of the impersonal sentence in Russian based on the Fillmorian case grammar model and intended for use in second language instruction. (CHK)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Hungarian-Russian bilingual preschoolers, in general, paid more attention to allomorphy than did monolingual Hungarian or Russian peers in interpreting transitive sentences with varying word orders. (Author/CB)

Presents evidence for a theory that children learning Russian at a certain age know a syntactic principle that governs the distribution of pronouns, but that they do not know a pragmatic or semantic principle that restricts the situations in which noun phrases may be contraindexed. (Contains 48 references.) (JP)

The following articles are presented in the section of the Northeast Conference Report on less frequently taught languages: (1) "American Sign Language," by M. Conwell and A. Nelson; (2) "Chinese," by D. Gidman; (3) "Japanese," by J. P. Berwald and T. Phipps; (4) "Latin," by M. Cleary; (5) "Portuguese," by R. Pedro Carvalho; and (6) "Russian," by…

The problem of determining the nature of this special form-class is seen in historical, linguistic perspective. A syntactic definition of predicatives as a word class with five types of morphological variation is included. The establishment of a word class or subclass on such a syntactic basis is suggested. (RL)

A detailed view of the various uses in Russian of the conjunction "poka" is developed in this article. Frequent examples illustrate clausal relationships, negative constructions, aspect, and tense in typical "poka" constructions. The principal function of "poka" is related to the linguistic concept of simultaneity, and the standard dictionary…

This collection of working papers contains four papers on varied topics in lintuistic theory. The first paper, "Some Grammatical Correlates of Felicity Conditions and Presuppositions," attempts to show that there is a systematic relationship between what a speaker of a language does in uttering sentences of that language and the syntactic form of…

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)

A statistical analysis was made of the most productive term-formation processes in English, German, French, and Russian in the field of chemistry. The study deals with (1) the morphological aspect of term-formation, that is, the most productive affixes involved in term-formation in the four languages; and (2) the syntactical aspect, that is, the…

The process of learning Russian should be no more difficult than the process of learning other languages although it may take somewhat longer. The phonetic system should not present major difficulties with respect to individual sounds, but intonation may be difficult because Russian pitch patterns represent different intentions and emotions than…

Discusses similarities and differences between vocal music and spoken language. Uses for vocal music to aid in the phonological instruction of Russian are suggested. (LMO)

TRADITIONALLY OR OTHERWISE NONLINGUISTICALLY ORIENTED LANGUAGE TEACHERS WILL FIND IN THE NEW GENERATIVE-TRANSFORMATION GRAMMAR A REFUTATION OF MANY OF THE CURRENTLY ACCEPTED LINGUISTIC (SPECIFICALLY STRUCTURALIST) TEACHINGS AND A CONFIRMATION OF SOME TRADITIONAL IDEAS ABOUT LANGUAGE LEARNING. FOR INSTANCE, THE TRADITIONAL SPELLING OF ENGLISH (ALSO…