Reviews the theories which assert the necessity for prolonged intensive listening without expectations of production for some time in language teaching. Asserts that comprehension and production are indissoluble partners in the two-way process of communicative interaction and that teacher-directed and dominated classrooms are not interactive…

Responds to a previous article on native-language (L1) use in the collaborative interaction of native English-speaking adult learners of Spanish as a second language, which found that the L1 serves a critical function in students' attempts to mutually define task elements, provide each other with scaffolding help, and externalize inner speech.…

A study of native-language (L1) use in the collaborative interaction of five dyads of native English-speaking adult learners of Spanish as a second language found that L1 serves a critical function in students' attempts to mutually define task elements, provide each other with scaffolding help, and externalize inner speech. (Author/MSE)

A study examined linguistic, communicative, and social psychological variables affecting an individual's "willingness to communicate" (WTC) in a second language (L2), and suggests a model for integrating them that may useful in L2 WTC research. Twelve specific variables are identified and organized into layers in a heuristic model. It is…