Abstract
Specific aspects of deep structure case grammar (Fillmore 1968, 1969) as well as participation systems (Cohen 1975) and an analysis of modern Hebrew case (Cole 1976) are simplified, adapted, and synthesized- into an applied linguistic decoding model which could have practical application in the field of foreign language teaching in general, and reading comprehension in particular. Specific problems intermediate and advanced English-speaking students may have reading Hebrew texts, the concept of pedagogical versus theoretical grammars, and the need for an individualized reading program for intermediate and advanced foreign language students are also discussed.
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