Focuses on the relationship between involuntary verbal rehearsal, Piaget's egocentric speech, Vygotsky's inner speech, and the song stuck in my head phenomena. It is hypothesized that song may act as a Language Acquisition Device (LAD) activator or be a strategy of the LAD in the ontogenetic development of language. (28 references) (Author/VWL)

Discusses theories of motivation in foreign language learning especially as an interactional, dynamic process focusing on how diffuse needs become channeled into wants through behavior itself. Sociological issues involved include the personality model of the learner and the institutional setting where language is being taught. (Author/BK)

Discusses the distinction between formal and contextual guessing of vocabulary in second-language learning. It is argued that formal guessing is more helpful and reliable than contextual guessing. (Author/VWL)

Presents a new approach to understanding and using cognitive styles to enhance individual language learning. Introduces a new construct (Ehrman & Leaver, 2002) and illustrates it with two student cases. (Author/VWL)

In contrast to the usual approach to teaching grammar, this article argues for a comprehension-based approach. Based on a model of second-language acquisition, it examines a number of possible goals for grammar instruction (e.g., to promote "intake" of new grammatical features by helping learners notice input features and comprehend the meaning).…

The research base for computer-assisted language learning (CALL) is disturbingly small, with serious obstacles that limit much of the research's relevance to the practitioner. Practitioners and researchers must expand this research base to fully explore the many uses of CALL in the field. (CB))

Despite its clear advantages, international broadcasting is a neglected technology in the promotion and learning of foreign languages. With good electronic reception and, thus, effective listening, the potential usefulness is great in the areas of oral receptive language skills, language acquisition, and cross-cultural understanding. (SL)

Evaluates John Oller's contribution to a theory of language testing, particularly his provision of detailed empirical work. Argues that Oller's work is of sufficient importance for serious flaws to be noted. Three flaws are discussed in the areas of communication, pragmatics, authenticity, and the unifactorial/one best test approach. (Author/SED)

Offers a brief overview of the field of individual differences in language learning, especially as they are reflected in learning styles, learning strategies, and affective variables. Touches on areas for further research. (Author/VWL)

Explores developments in the philosophy and epistemology of language testing with particular reference to the notion of "responsibility." Argues that as the millennium changes, language testing is at a point of change, as well. (Author/VWL)

Considers the rationale for using a focus on form approach to teaching form as opposed to the more traditional focus on forms approach where linguistic features are treated sequentially. Describes methodological options for attending to form in communication. (Author/VWL)

Focuses on concordances from the language learner's point of view, and discusses how concordances might be integrated into a word processor as a step toward a fully integrated word processing environment with a range of on-line word-based resources. (Author/VWL)

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

An exploration of second-language educational practice in broader social, cultural, and political terms focuses on critical pedagogy, raising questions that should help to extend understanding and conception of curriculum and educational practice. (45 references) (Author/CB)

Suggests reasons why beginning second-language students try to translate into their primary language as they listen, even though this strategy is recognized as problematical, and proposes some teaching techniques to avoid their adopting it. (22 references) (GLR)