Describes a study of "analogy" and "interference" errors in the syntax of second language learners. (Author/RM)

It is argued here that childhood phonological errors systematically simplify the child's inventory of phonetic elements and strings. (Author/KM)

Examines the differential use of formal explicit knowledge and intuitive implicit knowledge in a second language grammaticality judgement tasks. (Author/AM)

In a test administered to Spanish-speaking students of English as a second language at the elementary and intermediate levels, the results indicated the subjects' reliance on the strategies of overgeneralization and transfer was qualitatively different. Implications of the results are discussed. (Author/RM)

A test administered to 73 adults learning English as a second language revealed a highly consistent order of relative difficulty in the use of eight functors across different language backgrounds. This study also confirmed earlier results indicating that children and adults use common strategies and process linguistic data similarly. (Author/KM)

Data is presented in support of the assertion that the interlanguage hypothesis should be extended from adult second language acquisition settings to those non-simultaneous child language acquisition settings where the major sociolinguistic variable is the absence of peers who are native speakers of the target language. (Author/RM)