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In this article the influence of linguistic science on language teaching is traced from the mid-nineteenth century through the present. The earlier concepts of universal logical grammar, formal discipline, and transfer of training are explained. Linguistic development is charted through behaviorism and formal analysis to the combination of mimicry-memorization and pattern practice now in vogue. Cited as recent trends are programed instruction and transformational grammar. Also stressed is the role played by contemporary educational theory and national attitudes in language teaching styles. (AF)

A report on a study in progress of the acquisition of a syntax rule: inversion in questions beginning with "Wh..". Its purpose is to show how certain modifications of linguistic theory and practice can contribute to this study and to psychology of language in general. (Text is in French.) (AMH)

A discussion of the child's language acquisition including examples of syntactic development. This analysis is introduced by references to various language theories, particularly the generative and psycholinguistic theories, and to various systems of syntactic description. The examples given raise questions on the theoretic and ideological levels. (Text is in French.) (AMH)

Kuczaj challenged the hypotheses that young children construct utterances by applying transformation rules to an abstract underlying structure. It is contended that Kuczaj's alternative hypotheses do not account for Hurford's data, and some of Kuczaj's new evidence actually supports the Transformational Hypothesis. (SW)

A brief discussion of the role of contrastive linguistics and transformational generative grammar in studying transfer and interference in language learning. The base language is not necessarily the mother tongue. It is the language known by the learner which most closely resembles the new language being learned. (AMH)

Argues that generative phonology is not predictive of phonological identification, thus preventing it from achieving descriptive adequacy and limiting its value in explaining human speech perception. The assumption that the unity of the morpheme must be expressed phonologically is rejected. (Author/EJS)

Discussion of the theoretical and methodological implications of six studies of the effect of children's expectations on comprehension of the passive transformation and of the Minimum Distance Principle. Study subjects were in kindergarten or elementary school. (Author/MP)

This article clarifies the position taken in the Greenfield and Smith book (1976), including relation to speech act theory, and elucidates some general theoretical issues in early language development. (Author/NCR)

This article reviews and criticizes Fay's particular transformational descriptions as implausible. (Author/NCR)

Tested a hypothesized relationship between rules of sentence transformation and preresponse processing time in a short-term memory and transformation task. Data showed that the amount of processing required by different grammatical transformations does not relate to the theoretical derivation. Available from Plenum Publishing Corp., 227 W. 17th St., New York, NY 10011. (Author/RM)

A hypothesis based on the psycholinguistic derivation of sentences was tested. The task required that sentences temporarily stored in memory be transformed and spoken with delayed auditory feedback. Available from Plenum Publishing Corp., 227 W. 17th St., New York, NY 10011. (Author/RM)

A comment on the considerations William Watt must deal with in order to establish his belief that transformational grammar and psychology are at odds in their rules for theory building. (SC)

Failure in FL teaching is caused primarily by the theoretical view of language on which methodology has been based. A new theoretical base is required which is to be found in psycholinguistic research. The purpose of this paper is to inform the FL teacher of recent results of such research. (Author/KM)

Examines the relationship between language acquisition and current linguistic theory, with specific reference to Chomsky's work. Linguistic areas that should be explored in relation to acquisition are suggested, including regional dialect studies, the place of sociolinguistic factors in acquisition, and syntax. Suggestions as to how to analyze children's verbal production are made. (Text is in French.) (CLK)

A syntax of fiction would be concerned with the semantics, stylistics, and syntactics of extended fictive utterances. (JH)

Grammar translation method, direct method, and Army and audiolingual methods used for teaching modern foreign languages in America are described. A method based on psycholinguistic research and the theory of generative grammar is described, and its implications in teaching Mandarin Chinese are discussed. (RM)

The meanings of the words grammar and linguistics have undergone a multitude of changes in the last years, but teachers should continue to teach linguistics and formal grammar in the schools. (JH)

A data-based study done in Philadelphia examined the constraints on relative pronoun deletion and looked for a possible correlation to social stratification or stylistic variation. Restrictive relative clauses only are examined. Constraints appear to be due to performance factors related to sentence processing. (SCC)

The appearance of English auxiliaries in the speech of five native speakers of Spanish is described, as well as these subjects' acquisition of the negative and interrogative transformations. (Author/RM)

This article criticizes a previous paper that stressed a transformational analysis of children's question acquisition. It is argued that a surface structure generalization analysis makes empirically correct predictions about mistakes both in acquisition of inverted word order and in the form of "wh" questions. (CHK)

Article deals with the Osgood model of sign learning...and the Chomskian approach. Both...approaches are discussed in terms of their appropriateness with respect to teachers' questions about language development and language stimulation. (Author)

Prior to 1959, Chomsky was a formalist. He retains a formalism in his mentalistic theorizing; he denies that the competence process has a correlate in speakers. Because he has based rules, grammar organization and derivations on the non-psychological process, they are not generally psychologically valid. (Author/RM)

Discusses current trends in psycholinguistics, particularly in reference to recent international linguistics conferences. (RM)

The author's purpose in this article is to discuss the aspects of language (especially the development of language in children) to which biological concepts are most appropriately applied. While results of past studies would seem to show that language development is contingent on specific language training, it is important to distinguish between what the child actually does and what he can do. Comparative studies of children raised by deaf and hearing parents indicate that "the earliest development of human sounds appears to be relatively independent of the amount, nature, or timing of the sounds made by the parents." The author feels that "language capacity follows its own natural history." The child's language activity "can be limited by his environmental circumstances, but the underlying capacity is not easily arrested. Impoverished environments are not conducive to good language development, but good language development is not contingent on specific training measures." Evidence also indicates that inheritance and general cognitive growth are important factors in language development and that there is a critical age limit for primary language acquisition. Language is not the cause of cognition or a static product of the mind but rather a profoundly integrated activity which will give us clues to the operating principles of the brain. (JD)

This paper reviews research and theoretical articles investigating psycholinguistic aspects of aphasia. The majo r parts of the review include: (1) the concept of regression in aphasic language both on an ontogenetic and a microgenetic level; (2) studies of specific parameters, such as abstractness; (3) the approach of mathematical linguistics; and (4) the types of aphasia described on the basis of linguistic evidence. Appended is a bibliography of the psycholinguistic research in aphasia mentioned in the paper. (Author/DO)

A group of three-year-old children was compared to one of four-year-old children in the usage of 26 syntactic transformations on the basis of 60 utterances per child. The older group used significantly more sentence transformations per child and significantly fewer simple active declarative sentences than the younger. Among the older group 10 out of the 26 transformations were more frequently used, suggesting that they were expanding sentences by use of the auxiliary verb "be" and producing many more double base transformations. The results suggest that children seem to mature in linguistic competence by acquiring syntactic rules in this order: phrase structure, simple transformations, generalized transformations. (Author/AMM)

An introductory statement notes the increased interest in the fields of communication theory, linguistics, and psycholinguistics during the period 1953-57 and suggests reasons for this attention. The body of the article summarizes and comments upon some of the relevant literature published since 1953 in these three interrelated areas, limiting the discussion to those studies judged significant in terms of educational application. Among the researchers and theorists discussed are Chomsky, Harris, Cherry, Gleason, Fries, Kainz, Ruesch, Osgood, Mandelbrot, Sebeok, and Skinner. A bibliography of 59 items is included. (DS)

This review of literature in linguistics and the psychology of language focuses on studies produced from 1961 through 1963. Such topics as language development, generative grammar, semantics, and the role of linguistics in the teaching of reading are covered, and much attention is given to the areas of verbal learning and the psychology of grammar. The article notes that most of the contributions in these fields during this 3-year period have been devoted to reviewing, testing, and refining theories of the previous decade, and the need for additional research is emphasized, particularly in terms of a comprehensive theory of speech and language behavior and the need for study of the audiovisual aspects of verbal learning. A bibliography of 41 items is included. (DS)

Two questions, what is a contrastive grammar, and what is comparable across linguistic systems, are touched on. The problem of the exact relationship of contrastive linguistics to linguistic theory is addressed. Two perhaps mutually exclusive views are discussed. See FL 508 197 for availability. (Author/RM)

Pessimism regarding pedagogical applications of contrastive studies, and reasons therefore, are described. Several misunderstandings believed to contribute to this pessimism, and several areas of controversy concerning uses of contrastive studies, are discussed. See FL 508 197 for availability. (RM)

The psycholinguistic experiments reported here lead the author to the conclusion that there is a definite interdependence between semantic values and syntactic functions in the construction of sentences and that a satisfactory interpretation of syntactic encoding demands a consideration of the personality structure of the individual speaker. (Author/FWB)

Paper delivered as a Forum Lecture at the 1970 Linguistic Institute at Ohio State University. (DS)