In this article, I argue that first language (L1), second language (L2) and third language (L3) acquisition are fundamentally the same process, based on learning by parsing. Both child and adult learners are sensitive to fine linguistic distinctions, and language development takes place in small steps. While the bulk of the article focuses on…

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that…

Models of similarity have traditionally assumed that the similarity relation is symmetrical. However, when reversed, similarity statements frequently have different properties from those of the original. Previous attempts to account for the asymmetry of similarity have focused only on literal comparisons, resulting in a tendency to underestimate…

Report of the first year of this study appeared in The Modern Language Journal, v52 n5 p268-279 May 1968. (DS)

Five current theoretical approaches to second language learning are examined: practice, problem-solving, creative construction, monitoring, and personality development. The points in each approach that are most controversial and those that require further clarifying research are reviewed. It is concluded that in at least three major areas,…

A Compensation Model is proposed to help explain the difference between child and adult language acquisition in terms of different cognitive modules and theories. In this model, two assumptions are made: (1) existence of two different cognitive modules (language-specific and general-cognition) in the mind, and (2) the independent and interactive…

Results indicated that children's comprehension of stories and commands tended to vary significantly as a function of age. (Editor)

Developmental aspects of spelling-to-sound mapping for English monosyllabic words are investigated with a simple two-layer network model using a simple, general learning rule. The model is trained on both regularly and irregularly spelled words but extracts regular spelling to sound relationships, which it can apply to new words. Training-related…

Concludes that children's discourse production is organized according to a schema that is discourse specific but modality general. (FL)

A review of work on the concept of language needs and on analytical models useful for study of modern language instruction brings together psycho-educational and technical perspectives. The concept of need is examined, and the most common theoretical models of language needs and need models in an institutional context are outlined. The study of…

The purpose of this study was to compare the Gilbertian mathetical sequence (MS) with the Skinnerian logical sequence (LS) methodologies in their effectiveness for language teaching. A series of 3 experiments were designed to investigate the effect of MS and LS on the teaching of Japanese Kanji characters to 24 Japanese fifth-graders. The students…

The principles of the cognitive theory of learning are analyzed and applied to the process of second language learning. They are then evaluated in terms of the extent to which they contribute to a coherent theory and the extent to which they can be applied to instruction in general and second language instruction in particular. Recent empirical…

This collection of articles on language teaching and language acquisition theories includes: "Enseignement des langues et theories de l'acquisition. Introduction au colloque" ("Language Teaching and Theories of Acquisition. Introduction to the Colloquium") (Rene Richterich); "Apprendre une langue dans l'interaction verbale" ("Language Learning in…

The effectiveness of three instructional approaches was investigated in a study of how best to facilitate vocabulary acquisition. The three approaches were (1) the cognitive approach, a method employing dictionary worksheets and patterned after the most commonly used method of teaching vocabulary; (2) the affective approach, which urged students…

A study is reported that investigated whether the foreign language learning outcomes of the poorest performers in Finnish schools could be improved by intensive remedial teaching. An experimental approach was taken with a group of 12 sixth grade students in a suburban school in Helsinki. Four were poor, four were average, and four were good…