The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors'…

Presents a conceptual framework and notation for learner modelling in intelligent tutoring systems based on the computational distinction between behavior, behavioral knowledge, and conceptual knowledge and between the system, the learner, and the system's representation of the learner. Approaches to learner modelling based on a review of the…

Discusses recent advances in cognitive theory and the design of computer-based instruction and suggests implications for the design of authoring tools and tutoring system shells. Highlights include the design of courseware; advanced organizers; knowledge representation; design evaluation; models of knowledge; models of errors; and models of…

Answers to theoretical questions about the place of input in a formal second language acquisition model are dependent on a distinction between two kinds of learner hypotheses. Type-N hypotheses require "negative evidence" for testing, while Type-P hypotheses are tested on the basis of "positive data" alone. (Author/CB)

Selected studies in three areas of second-language classroom process research are reviewed: the linguistic environment of instruction, patterns of participation, and error treatment. Also reviewed are recent applications of introspective or mentalistic research to the problem of describing the second-language classroom experience. (MSE)

Summarizes information processing models of the mind based on a literature review; describes a prototypical model of college learning; examines links between mental models and cognitive errors; reviews cognitive science students; and identifies six factors contributing to cognitive error production. (104 references) (Author/MBR)

This paper reviews research about how speaking a dialect can influence students' writing and how writing should be taught to students who speak a dialect of English. Literature on the writing errors commonly made by speakers of Black English and other American dialects is summarized. (PP)