Considers the current debate on the initial state of second language (L2) acquisition and presents critical empirical evidence from Hindi learners of English-as-a-Second-Language that supports the claim that the complementizer phase (CP) is initially absent from the grammar of L2 speakers.(Author/VWL)

Addresses a developing myth in language teaching based on Long's (1988) focus on form, which assumes form-focused instruction is best provided during communicative activity and justified only by difficulties in communication. Argues advocacy of focus on form as the most effective teaching strategy is only theoretically motivated and lacks…

Identifies ten of the most problematic grammatical constructions in Spanish based on an examination of selected elementary and advanced Spanish textbooks, consultation with students, high school teachers and colleagues, and professional judgment. (Author/VWL)

Crosslinguistic influence in second language acquisition is examined from a processing perspective. Applying Processibility Theory as the theoretical framework, claims that second language (L2) learners can only produce forms they are able to process. (Author/VWL)

Investigates the compounding parameter in the second language (L2) Spanish interlanguage of English and French native speakers in light of the subset principle and its predictions for the process of L2 development. (Author/VWL)

Reviews processing (PI) instruction, outlines a model of input processing, describes the nature of PI, and discusses research on it to date. (Author/VWL)

Responds to VanPatten's update of the findings for processing instruction. Questions the explanatory adequacy of the model of input processing that VanPatten proposed and that underpins his pedagogic proposals. Questions the validity of the limited-capacity, single-resource model of attention proposed for second language learning. (Author/VWL)

Responds to a previous article that attacks variabilists' accounts of second-language acquisition (SLA) by addressing the following issues: (1) the context dependency of theory in SLA research; (2) the competency performance distinction; (3) the problem of data in SLA research; and (4) explanations of SLA. (Author/VWL)

Discusses the International Corpus of English project for compiling machine-readable corpora of English for several countries, exploring the use of such corpora for modern grammars and dictionaries in general, applied, and theoretical research on nonnative varieties of English, sociolinguistic dimensions, and multidimensional approaches to…

Argues that a Universal Grammar (UG)-based analysis for the three stages of NEG-placement is not only possible, but in fact provides independent support for UG-based analyses of the developmental sequence found in first-language Romance language and second-language German verb placement. (41 references) (GLR)

Addresses the issue of the relationship between world Englishes and applied linguistics in Outer Circle countries. The discussion focuses on four major issues--theoretical, applied, societal, and ideological--and looks at these issues as they relate to the social responsibility and accountability of research in applied linguistics. (63 references)…

Discusses the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981), focusing on the logical problem of first-language acquisition and the potential role of UG in second-language acquisition. Recent experimental research regarding the second-language status of the…

A review of the development and interaction of research involving second language contrastive analysis, error analysis, and interlanguage demonstrates how different assumptions and theoretical preconceptions have affected the results of such research, and the degree to which the research areas have drawn on the other areas. (39 references) (CB)

Considers some of the claims for learnability principles that have been proposed within the first language context and the problems associated with their application to second language acquisition. A discussion of the ways research on learnability in second language acquisition can contribute to further development of learnability theory is…

Three recent articles by Dornyei, Crookes and Schmidt, and Oxford and Sherin on the role of motivation in the learning of a second or foreign language are discussed. Similarities among them that support Gardner's theoretical model are described. (45 references) (LB)