Details six major research findings regarding second-language acquisition, including transitional stages for acquiring syntax; fixed-order emergence of grammatical morphemes; language acquisition progress from unmarked to marked elements; first-language influence; rule-governed learner output; and learner access to input. (27 references) (CB)

In relation to research on the teaching of second language acquisition, this article provides an example of one project to point out study techniques and to caution about ethical practices. (Author/VWL)

Reviews five major findings of language research about the effect of explicit instruction and relates them to second-language teaching and learning, covering such areas as the route of acquisition, psycholinguistic readiness, error correction, classroom versus nonclassroom learning, and access to comprehensible and meaningful input. (37…

Discusses students classified as learning disabled in regard to foreign language requirements, since institutions are now obligated by the Americans with Disabilities Act to teach these students. Criteria on which these students are classified as learning disabled for foreign language study and granted waivers of course substitution to fulfill the…

Honors Dan Davidson, winner of the ADFL Award for Distinguished Service to the Profession, by discussing his contributions over the past three decades in shaping the course of Russian language learning, Russian studies, and international education in the United States. Davidson has shown exemplary leadership and vision and has given new meaning to…

Focuses on the potential ways that second language acquisition research can contribute to the formulation of instructional program goals, with emphasis placed on the nature of language, sequencing of skills, attainment, and language attrition. (CB)

Focuses on second language learning research conducted by Valerian Postovsky and by Ellen Bialystok, with particular emphasis on Postovsky's contributions to understanding of how best to initiate second language learning and Bialystok's contributions to knowledge of effective teaching strategies and syllabi. (CB)

Reviews the changing trends in foreign language research and curricular content during the mid-1960s and the late 1970s, and describes how the various foci on normative and pragmatic language learning have shaped and expanded foreign language instruction. New challenges for instructional self-assessment and expansion stem from research on…

Concerned about the inexact terminology used in job descriptions and in documents connected with promotion and tenure, this article defines second-language acquisition as a subfield of applied linguistics and compares it to other fields with which it is often confused. Misunderstandings about SLA do not allow it the credit it deserves as a…

Foreign language acquisition research (concerned with the theoretical and practical issues related to socialization into and literacy in another language and culture) can help integrate language, literature, and culture in foreign language departments because it draws on insights gained from such diverse fields as anthropology, sociology,…

Presents a tribute to Dan Davidson, American Department of Foreign Language's (ADFL) 1997 honoree as an outstanding educator, focusing on Davidson's work to expand Russian studies nationwide and forge ties between U.S. Russianists and Russia itself over the past decades, beginning with the post-Sputnik era. Davidson was able to go beyond the Iron…

Explores governance problems, caused by conflicts between political and academic demands, within foreign language departments. The broader philosophical, pedagogical, and professional contexts of governance resulting from an expanded view and definition of foreign language study are considered, highlighting the situation in West Germany. (39…

Overviews differences regarding goals and approaches for foreign language (FL) education and identifies obstacles to consensus. The author situates the different discourse communities interested in FL education, and the contexts providing the "raison d'etre" for these differences. Two responses to this overview and the author's reaction to them…