A method of eliciting learners' intuitions of grammaticality was developed and used in a pilot project involving 100 ESL students. (Author/RM)

Proposes a research agenda that makes acquisitional research central to the study of comprehensible output (CO). Looks at the context in which the CO hypothesis was proposed--that of looking beyond comprehensible input as a condition for second language acquisition. (Author/VWL)

Responds to comments made regarding an earlier article written by the author on processing instruction in second language learning. (Author/VWL)

Examines resolution of referential conflicts in second-language (L2) interaction in two different pairings of L2 learners. Pairs where the higher proficiency member was in the dominant role engaged in little interactive behavior, whereas pairs where the less proficient member was dominant engaged in substantial negotiation and interaction and were…

Examination of differences in the language-learning strategies of monolingual and multilingual adults found no clear evidence that multilinguals were superior in language-learning abilities overall, although they were more able to adjust their learning strategies according to language task requirements. (Author/CB)

Literature on foreign language anxiety shows a considerable amount of ambiguity arising from conflicting results of past studies. An attempt is made to show that these difficulties can be resolved given an awareness of the theoretical perspective from which this research has developed. (Author/VWL)

Examines perspectives from which foreign language anxiety research has been conducted, the instruments that have been used, and the results that have been reported. Three approaches to the study of anxiety are identified as trait, state, and situation specific perspectives. (68 references) (VWL)

Examination of the written recalls produced by 45 high-intermediate proficiency English-as-a-Second-Language students indicated that there were differences in the quality of information recalled as a function of text structure, with students who used the structure of reading passages to organize written recall showing superior quantitative and…

Second-language scholars have suggested that Krashen's construct of "i +1" is similar to Vygotsky's zone of proximal development and that it might therefore be feasible to integrate the two constructs in way that would be productive for second-language acquisition (SLA) research. Article argues that this is futile, not only because…

Responds to a previous article on research in second-language learning, challenging the need for discussion on the promises and problems, and asserting the need to report definitive results. (Author/JL)

Examined the effects of semantic and structural elaboration on second language lexical acquisition. English-speaking low-intermediate Spanish learners attempted to learn 24 new Spanish words in three conditions. Results provide evidence that increased semantic processing can inhibit the ability to encode the formal properties of new words.…

Identifies three areas of research relevant to examining literacy acquisition in bilinguals, explains the contributions of each, and associates each with a skill required by monolingual and bilingual children in the development of literacy acquisition skills. (Author/VWL)

Examined second language learners' ability to use their second language knowledge in production, exploring form/meaning relationships. Groups of native English speakers watched video segments four times while recording their own online rendition in Spanish, viewing either repeated or different segments each time. Results indicated that task…

The study examines the relationship between second language (L2) passage comprehension and intake (form recognition), gain (meaning recognition and production), and retention of new lexical items from the passages. The effect of topic familiarity on the above relationships is also examined. Participants were a cross-sectional sample of L2…

This study considered the effects of trait emotional intelligence (trait EI; Petrides & Mavroveli, 2007) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on…