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The "direct discourse analysis" introduced by Susumu Kuno is examined and found to be inadequate. To account for the data Kuno discusses, as well as for related data, a new approach to transformations is suggested. By determining the function, rather than the form, of a transformation, certain predictions are possible. Primary is the prediction that two or more grammatical devices may not apply to achieve antagonistic purposes in terms of theme-rheme distinctions. That is, no grammatical device may be used to indicate that an element of a sentence is the theme (or rheme) if another device has already been used to indicate the opposite. (Author/DD)

Second and sixth graders were asked to learn noun pairs linked by various types of verbal connectives: Verbs, unmarked and marked comparative adjectives, polar antonym adjective pairs, and conjunctions. Results indicated that all contexts produced better learning than conjunctions, that comparative adjective effects were superior to the polar-pair condition which consisted of conjoined noun phrases. Also, in all conditions, first- and final-position nouns were found to prompt equivalent recall. It was concluded that results provide compelling evidence for the operation of adjective structures as mnemonic organizers in younger as well as older children and that they challenge imagistic accounts of the verb facilitation effect. Tables and a bibliography are included. (AW)

This study, contrasting grammatical structures in English and Hungarian, considers those areas of grammar in the two languages which would cause the greatest interference for the native English speaker learning Hungarian. The choice of topics is based on the author's personal observation, both of English speakers learning Hungarian and of Hungarian native speakers speaking English, and on a study of grammars of various kinds. The first part considers the article in general, and, in particular, the definite, indefinite, and zero article. Part 2 considers the category of definiteness, the definite article as a marker of definiteness, anaphoric and non-anaphoric definite personal pronouns, reflexive and demonstrative pronouns, the -ik pronouns and their English equivalents, indefinite pronouns, proper nouns, possessive constructions, and noun clauses. The third part involves morpho-syntax and considers such topics as sentence word order, interrogative and negative sentences, and phrasal verbs. Part 4 covers grammatical-semantic notions: time and tense usage, aspect, the category of number, and semantic considerations of number. References are listed. (VM)

The effects of integrated pictures of nouns, training in imagining relations between separate pictures of nouns, and the combination of training and integrated pictures on the recall of noun triplets were assessed in children from grades one, three, and six. The cued recall of nouns under these three conditions was from 2 to 6 times greater than that of the control group in all 3 grades. In grade 6, these children who had been trained to generate their own relations between the pictured nouns recalled significantly more than those who had been shown integrated (i.e., already related) pictures of the nouns. It was suggested that encouraging young children to seek out and generate relations between items to be learned might help them become aware of and more confident of their ability to improve their own learning efficiency. (Author)

Investigations designed to eliminate ambiguities in the Andre and Kulhavy procedure and to investigate the effects of noun modifications and sentence voice in the category clustering of sentences were conducted. Two experiments were carried out; both employed a mixed factorial design and were prepared in dittoed booklets. The Ss were run in groups. Experiment 1 utilized students taking graduate or undergraduate educational psychology. Experiment 2 used introductory psychology students. It was found that modification of categorizable nouns reduces recall and that sentence voice failed to produce a significant difference in recall or clustering. It was also found that organization processes play some role in the learning and remembering of sentences. (Author/CK)

An innovative approach to facilitate student mastery of Spanish linguistic structures requiring manipulation of the direct object is described in this article. The method, derived originally from William Bull's "Spanish for Teachers," also enables students to apply the transformational method to sentences containing nominalized adjectives, demonstratives, and possessives. According to the author, the key feature of Bull's method is that the facts to be learned are distributed in smaller and more manageable steps in a more efficient and satisfying way. (RL)

This volume of working papers includes two papers concerned with syntactic analysis in English. The first paper deals with a number of problems that arise in conjunction with the necessary, allowed, or disallowed coreferentiality of a complement sentence subject with some noun-phrase in a higher sentence. The author seeks to prove that the machanism involved, generally stated to be governed by verbs, is indeed a subject-subject constraint applicable to a rather natural verb-class. Previous theories are discussed, and the relevant generative-semantic assumptions for the present theory are provided. The hypothesis of the second paper is that, in English, agents are just deep subjects. If a noun phrase is the agent of a sentence, then it is the subject of that sentence in the underlying structure. Terms are defined and the theory is explained. This volume lists all titles appearing in previous volumes of the working papers. (Author/VM)

This second volume of a three-part language research report presents a sketch of Hungarian syntax with emphasis on several particular aspects of grammar. The first section considers the noun phrase and covers such issues as internal word order, number, demonstratives, cases and postpositions, genitive constructions, pronominal forms of cases and postpositions, and concord. The second section on the verb and its complements concerns verbal forms and surface structure constraint phenomena. The final section presents a preliminary analysis of Hungarian complement constructions and the syntactic operations needed to account for them. For Volumes 1 and 3 of this research project, see FL 003 682 and FL 003 684. (VM)

A technique of measuring meaning was developed to allow the quantification of the meaning of a concept to a respondent. For purposes of this research, a set of scales based upon the language patterns of a large city public school children was developed. A brief review of Di Vesta's work in the development of semantic differential scales is presented. He selected 100 children in each of grades 2-6; they came from two suburban elementary schools in a predominantly middle class school district. A list of 100 nouns was read to the children and they were asked to write the first word that they would use to tell about each noun. He then computed (a) the overall frequency of occurrence of each modifier (b) the number of nouns modified by an adjective, and (c) a joint index of frequency and diversity. In the first part of the investigation, the focus was on obtaining a set of adjectives used by the population of interest; and in the second opposites were obtained. A set of 1,300 adjectives was obtained; of these, 87 were selected for use in Part II. A second sample of pupils provided the opposites for the 87 adjectives, and a set of 71 potential scales was developed. Twenty five appear on previous lists but many of the others seem more appropriate for use with the target population. (CK)

This volume, one of a series of concise but relatively exhaustive descriptions of the grammatical structures of the principal standard Slavic languages, contains an outline of Polish morphology. The four major sections are morphophonemics, nominal inflection, the Polish verb (Part 1--stem alternation and conjugation, and the Polish verb (Part 2--interparadigmatic alternation). A bibliography is included. (RL)

A three-way design was used to assess the effect of imagery instructions in noun-pair learning. The three principal factors were instructions (imagery versus rehearsal versus control), presentation mode (words versus pictures), and grade (1, 3, 6, and 11). Sixty subjects were drawn from each grade and randomly assigned to the six conditions. Analysis revealed significant main effects for grades and presentation mode. Older subject learned significantly better than younger, and picture presentation resulted in significantly better results than word presentation. No interaction between grade and mode was noted. In the word mode, imagery instructions were effective only in the sixth- and eleventh-grade samples, whereas in the picture mode they facilitated performance in the third-grade samples as well. Tables and references are included. (Author/MS)

This study presents a preliminary analysis of Hungarian complement constructions and the syntactic operations needed to account for them. The expository framework (and the implicit framework of the research itself) is based upon that of Rosenbaum (1967). The aim of the paper is to arrive at a rough picture of the kinds of structures and syntactic devices evidenced by Hungarian complement (and other) constructions. The author seeks to justify the validity of the following notions in a grammar of Hungarian complementation: the existence, in the base component, of a particular phrase-structure rule concerning embedding in a complex sentence; and the presence of the syntactic transformations of extraposition, equi-noun-phrase deletion, and possible subject-raising. Before a discussion of subject raising, the author demonstrates how the syntactic machinery he has described works in the derivation of a variety of surface constructions involving essentially the same underlying structure. A list of references is included. (Author/VM)

This paper seeks to formulate a principle that explains the working of the Japanese number system with respect to Japanese nouns and that defines the kinds of nouns and contexts that condition the forms of number expressions. It is the author's theory that in applying numbers to nouns, the Japanese make a formal distinction between things they conceive as being independent and self-contained and things they conceive as being dependent and attributive. A form containing a classifier implies that the object of quantification is felt to be independent; a form that omits the classifier implies that the object is felt to be attributive to something else. The author enlarges upon these theories and discusses exceptions which can be attributed to language styles or particular derivations. He establishes the categories of count noun, numeral suffix, numeral adjunct, and numerical compound to formalize his discussion. Concluding remarks concern Chinese. (VM)

In line with current thinking in transformational grammar, syntax as a system can and should be studied before a study is made of the use of that system. Chomsky's lexical redundancy rule is an area for further study, possibly to come closer to defining and achieving explanatory adequacy. If it is observed that English nouns come in two types, with the members of one set differing from the members of the other by a constant phonological and semantic increment, it is possible to note a generality by choosing one of each pair of nouns to represent both in the lexicon and then construct rules allowing for the general similarity. When all the regular relations between lexical items are expressed, the result is a set of simplified lexical entries, each one an abbreviation for one or more fully specified lexical items, and a set of redundancy rules expressing the relevant generalities and subgeneralities of the lexicon. Given here are the major types of lexical redundancy rules for English nouns and what they can accomplish. Actual rules and examples are provided. A list of references is included. (Author/VM)

Studying the lexical borrowing of the Japanese community living in Hawaii inspires several hypotheses in the field of sociolinguistics. The use of borrowed words is a linguistic device to create a new Japanese dialect--Hawaiian Japanese. The borrowed words reflect the process and degree of social and psychological adjustment to the new cultural environment. Words of conjunctive and disjunctive concepts are individually borrowed to meet various lexical needs; words of relational concepts are borrowed as conceptual systems. From the sociolinguistic point of view, the most important words in a language are those related to kinship relations, social relations, time, and quantity. Further investigation of lexical borrowings in other geographical areas would prove interesting. The study of lexical borrowing is worthwhile for the field of foreign language teaching. (VM)

This self-instructional text is an adjunct to the Foreign Service Institute's "Luganda Basic Course." The time required for mastery of the tonal system is normally 20 hours. Essential to the program is the series of tape recordings that accompanies this book. Contents include material on: (1) long and short vowels and consonants, (2) initial vowels, (3) pitch, (4) class concord, (5) noun classes, (6) tone, (7) "yes-no" questions, (8) symbols and spelling, (9) juncture, (10) linking, (11) natural texts, (12) intonation, (13) negative verb forms, and (14) cardinal numbers. (RL)

This report presents a general study of the structure of Dravidian languages, nothing predominant and significant patterns and similarities among the languages in the areas of phonology, morphology, and syntax. There is also a discussion of the main differences of various subgroups or particular languages from the typical patterns. Background information on some of the languages is provided along with mention of where they are spoken and the number of speakers. The work is designed primarily as a teaching aid in courses and as background material for the study of any Dravidian language. References are provided; tables illustrate some of the grammatical features. (VM)

A list of 500 proper names, primarily first names, is coded for spelling-to-sound correspondences and stress, and information is given on the type of name (first or last), sex of name, style (nickname or complete name), alternate spellings, pronunciations, and usages. The author points out that proper names comprise roughly 9 percent of the words in reading material and that it is, therefore, necessary to teach beginning readers proper names as a part of their active vocabulary. Appendixes to the main list include selected biblical, mythical, and literary names, common Japanese-American names, and common Mexican-American names. References are included. (AL)

This study considers the occurrence of noun plural marker deletion in black English. It questions the cause of the phenomenon and investigates four factors which could be involved: presence or absence of a quantifier expression, phonological constraints, age of the speaker, and interaction between quantifier expressions and phonological environment. A sentence imitation test provides the material for consideration of each area. This report describes previous studies and theories concerning the problem. It discusses the subjects, materials, and procedures for the present investigation and analyzes the results and implications. Directions for further study are provided and examples of sentences used in the imitation test are listed. A bibliography is included. (VM)

This volume of exercises in grammar has been designed by the Defense Language Institute as a supplement to volumes 2-6 to reinforce and overlearn grammar patterns, with emphasis on case structure through specially developed sentences. Contents include exercises on: (1) interrogative pronouns, (2) declension of nouns, (3) demonstrative adjectives, (4) declension of possessive adjectives, (5) declension of relative pronouns, (6) declension of indefinite pronouns, and (7) assorted exercises. The exercises are written entirely in Albanian. For a companion document see FL 002 639. (RL)

This dissertation is a grammatical sketch of Colville, a Salishan language of eastern Washington. After an introductory chapter on language family, the phonology (consonants, stops, resonants, vowels) is outlined. The chapter on morphology discusses the basic intransitive nature of all roots and the production of transitive, middle, and intransitive bases. Further grammatical forms such as imperatives, reflexives, instrumentals, and developmentals are included. Syntactic patterns are outlined in the final chapter. (Author/DD)

The paper discusses lexical evidence proposed by Samuel E. Martin, including later revisions thereof by R.A. Miller, concerning a genetic relationship between Korean and Japanese, based on an examination of vowel changes in Middle Korean and Old Japanese. While the author rejects Chinese phonetic evidence as inconclusive and affirms the legitimacy of internal evidence, he does propose revisions for those of Martin's rules which provide only partial correspondence between the two languages. (DD)

A total of 34 children, ages 2 and a half to 6, were presented with sentences for imitation that either violated or honored a prenominal adjective ordering rule, which requires that size adjectives must precede color adjectives. Two response measures were evaluated in terms of these sentence types: latency to begin a sentence imitation and recall errors. For both the older and younger subjects, latencies following adjective order violations were significantly longer than following correct adjective order. This indicated the existence of a perceptual strategy in noun phrase segmentation which occurs at the time the sentence is comprehended. The recall error measure indicated that a different strategy is reflected in the output phase of a sentence imitation task: this strategy was called a "shift-to-grammatical-output." Older subjects were found to employ this latter strategy, whereas the younger subjects did not employ it. These results were interpreted in terms of Bever's developmental theory of prenominal adjective ordering acquisition, the empirical work of Martin and Molfese, and a more general developmental theory suggested by the work of Danks, Glucksberg, and Schwenk. (Author/SET)

Spokan is the dialect of Salishan spoken in the westernmost section of the area extending east from the Columbia River in Washington to the foothills of the Rockies in Montana. The present study is an overall treatment of its grammar, presented in three parts--phonology, morphology, and grammar. Extensive illustrations and charts are provided. A bibliography is also included. (DD)

A review of traditional and transformational studies on the phenomenon of sentential complementation (noun clauses) reveals many areas of agreement. Although some adherents of generative grammar may have occasionally obscured this aspect because of the offensive nature of their criticism of other modes of analysis, it is seen that, in several cases, more recent research is merely an extension of notions already existent in the traditional framework. Some recent additions to knowledge of complement structures in the domain of semantics and logic are also surveyed. (Author)

In this analysis of cases and clauses in Vietnamese, an attempt is made to make use of tagmemics and a case grammar model called lexicase. Such an eclectic combination of the two theories is not new either in the field of general linguistics or in Vietnamese. This paper recognizes the hierarchical levels in syntax and the grammatical unit or tagmeme as composed of a slot and a filler class; it recognizes the case relations between various nouns and the predicative verb in the clause; and it also recognizes the centrality of the verb. Lexicase introduces both overt case realizations and covert case relations into the grammar as syntactic features assigned to nouns by verbs. The data presented here include: 12 covert case relations in Vietnamese; 11 overt case realizations; a two-dimensional matrix yielding 25 possible combinations of covert case relations and overt case realizations (25 tagmemic slots); 14 verb groupings classed according to their hospitality to case-marked tagmemic slots; five clause types classed according to their identificational-contrastive features such as the nuclear tagmemic slots; 13 clause classes; and a bi-dimensional matrix of the clause types and the clause classes giving 64 possibilities or clause units, of which only 51 are grammatical in Vietnamese. The intention is to present the data rather than to defend the linguistic models used. (Author)

Designed to assess the ability to produce and recognize selected regular and irregular noun plural forms, researchers may infer from the results the extent to which children have internalized the rules governing pluralization patterns. Noun pluralization in English is divided into rules for "regular" nouns and learned forms for "irregular" nouns. Fourteen noun pluralization patterns are included. [This document is one of those reviewed in The Research Instruments Project (TRIP) monograph, "Measures for Research and Evaluation in the English Language Arts" to be published by the Committee on Research of the National Council of Teachers of English in cooperation with ERIC Clearinghouse on Reading and Communication Skills. A TRIP review which precedes the document lists its category (Language Development), title, author, date, and age range (preschool, primary), and describes the instrument's purpose and physical characteristics.] (RB)

This Noun Reference Dictionary is divided into two sections: nouns derived from verb roots and those not so. The following features are noted in each entry: (1) class index; (2) occurrence in idiomatic expression; (3) part of speech; (4) declinability; (5) occurrence with prefixes "B,""K,""L," and "M," or not; (6) occurrence with definite article "He" or not; (7) occurrence with conjunction "Waw" or not; (8) occurrence with conjunction "Sin" or not; (9) occurrence with Aramaic conjunction "D" or not; (10) literary or epochal source (Scripture, Talmud, literature of the Middle Ages, literature of modern times); (11) philological origin (Aramaic, Arabic, Greek, Latin); (12) construction origin of the entry; and (13) the "scriptio plena." Each of these items is indexed by an appropriate symbol indicated "yes" or "no" at the position of entry in the dictionary. Volume I contains the first part of the pure nominal section. See AL 002 268 for Part 2 and AL 002 269 and AL 002 270 for the verb root-nominal sections. Related documents ED 019 668 and AL 002 296 contain a description of the project. (DO)

This document comprises the first part of the section of the Noun Reference Dictionary concerned with nouns derived from verb roots. See AL 002 270 for Part II. The format of this section is the same as that described in AL 002 267 for the pure nominal section of the dictionary. Roots are indicated. For other related documents, see ED 019 668, AL 002 268, and AL 002 296. (DO)

Class in Bantu and its syntactic significance is discussed with reference to gender in Indo-European and semantic/syntactic features of nouns. On the basis of modern Bantu evidence and the comparative method, a maximum of 21 classes have been posited for proto-Bantu. The striking difference in the number of classes posited for proto-Bantu and individual Bantu languages is due to the counting system and the status of certain classes. The semantic content of class in Bantu languages has syntactic significance only to the extent that it corresponds to the semantic/syntactic features of the noun, and to that extent class is irrelevant. The semantic features ascribed to the respective classes in proto-Bantu are based on the predominance of such features across Bantu languages in corresponding classes. Listed and discussed are selected classes of proto-Bantu and their semantic features ascribed to them in current linguistic literature. (Author/AMM)