Presents a precise and detailed process to be used in error analysis. The process is proposed as a means of making research in error analysis more accessible and useful to others, as well as assuring more objectivity. (Author/AMH)

Discusses linguistic competence and performance and how analyzing second language learners' errors can provide clues about their interlanguage, which is useful not only for pedagogical reasons, but also for the forwarding of general linguistic theory. (EKN)

An experiment in which prepositions are analyzed on a formal basis is reported. Results of the experiment are discussed. (RM)

An experiment is reported comparing the pluralization patterns exhibited by American college students studying German with those of adult and child native speakers of German. Respondents' pluralization of 30 nonsense words did not reveal significant interference between English and German in this regard. (PMJ)

An attempt to refute the opinion that true bilingualism is acquired only in early childhood. The discussion arises from experience with bilingual adults. The results of the study lead to recommendations on the production of materials for the teaching of foreign languages. (Author/AMH)

Discusses the production of anomalous sentences by non-native students of the Japanese language and suggests that the primary cause of various errors indicated in such sentences is the confusion with English "when." In addition, it is suggested that error analysis can help clarify the nature of grammatical problems and facilitate learning of…

A review of current research in bilingualism reveals much attention being given to the role of the brain's right hemisphere in linguistic production. It is proposed that application of findings in second-language learning research and applied linguistics would give experimental support to the existing neurolinguistic theories. (MSE)

Reports on an experiment designed to compare the linguistic ability of English-speaking students of French to that of native French-speaking students, through sentence repetition, in order to draw some conclusions regarding approximative grammars. (AM)

Contrastive psycholinguistic analysis of second language acquisition was undertaken with bilingual students taught primarily in French and with bilingual students taught in both English and Spanish. Three types of contrastive comparisons are made on the results of production tests administered to students. (SW)

A report on a study to identify the relationship between subjects' age and their ability to imitate critical sounds of German. By having 210 American subjects repeat 20 critical German sounds in a non-critical context, a hierarchy of these sounds was established. Methodological conclusions are indicated. (AMH)

In order to show the problem second language learners face when confronted with ambiguity, this article explores the linguistic and metalinguistic strategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skills of native speakers but resemble--in knowledge of English-- children acquiring…

Japanese elementary school children were administered a series of trials in a paired-associate learning paradigm. It was shown that younger children learn foreign words faster than older children. (JB)

A contrastive analysis should describe the different processes of conceptualization in the languages under consideration. Furthermore, a detailed semantic analysis of linguistic items should be undertaken to discover perceptual strategies which force the speaker to use these items. Research in psycholinguistics is valuable in these tasks. (DB)

A study of the functional aspects of Wernicke's and Broca's areas of the cerebral cortex and their relationship to second language learning and ability. Some implications are drawn regarding second language teaching and methodology. There seems to be a relationship between methodology and the neurological mechanism used by students. (AMH)

This article describes a series of experiments concerning the relationship between cognitive processes and learning a second language. Similarities and differences between first language acquisition and second language learning by children and adults are discussed. (CFM)