A report on a study in which twenty adults were tested for their ability to reproduce accurately the articulatory and prosodic features of three languages in which they had received instruction. The goals were to partially test the "critical period for language learning" and the acquisition of a nativelike accent. (AMH)

Proposes that communicative language teaching must be evaluated in light of second language acquisition theory and research. Argues that without this critical perspective, communicative language teaching runs the risk of being no better than the traditional methods it was intended to replace. (SR)

Examines the changes in how researchers perceive the relationship between theories of language and theories of language acquisition. It is determined that a theory of grammar is a necessary component in native language acquisition and may also be required for second-language acquisition. (Author/CB)

Strengths and weaknesses of three approaches to the study of the input requirements of second language learners are described. The data-oriented, the language-model, and the processing-model approaches are then compared with respect to their claims concerning the metalinguistic needs of the learner. (Author/CB)

Introduces the notion of a "discourse world," that is, a set of elements against the background of which a unit of talk makes sense, and claims that several discourse worlds coexist in classroom discourse. The notion is interpreted in terms of frame theory and applied to classroom language learning. (SED)

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…

Attempts to show that audio-visual feedback is more effective in intonation learning than auditory feedback. While practice time did not seem to be a major factor, results showed audio-visual feedback to be more effective than auditory feedback. In addition, feedback modality was shown to influence learning behavior. (SL)

Examines the efficacy of foreign language programs at the elementary school level by looking at three programs--immersion, partial immersion, and foreign language in the elementary school--currently found in 15 schools in the United States. Comparisons are made by measuring achievement in listening, speaking, reading, and writing. (SED)

Presents an outline of the textual and the ethnomethodological approaches to the analysis of discourse processing in second language learning and discusses their major strengths and weaknesses. Looks at the implications for English as a second language research, theory, and practice. Suggests that classroom discourse analysis should be encouraged.…

Investigates the influence of time pressure and focus of attention on the correct use of two Dutch word order rules in the speech of 32 adult learners of the language. The relation between explicitness of rule knowledge, assessed in an interview, and rule application, elicited in the experiment, is also discussed. (EKN)

Infants 5-17 weeks of age were presented with foreign sounds which were contingent upon their nonnutritive sucking. Significant differences were found for experimental versus control (no sound change) subjects. It was found that adults achieved perfect accuracy with English contrasts but readily confused the foreign contrasts. (Author/SB)

A study examines the relationship among the variables of practice, instruction and performance of adult learners of English as a second language. It is concluded that formal instruction is the most important determinant of student performance at intermediate and advanced levels because it provides a structural environment for feedback. (Author/RM)

Describes a study of "analogy" and "interference" errors in the syntax of second language learners. (Author/RM)

This paper provides an overview of second language acquisition (SLA) research over the past several decades and highlights the ways in which it has retained its original applied and linguistic interests and enhanced them by addressing questions about acquisition processes. After discussing disciplinary contexts (SLA research and applied…

This paper focuses on the work that Louise Rosenblatt and her followers in the United States have done to improve the teaching and learning of literature at all educational levels. Although these researchers have focused almost exclusively on the use of literature in the native language, the paper uses transactional theory as a basis for teaching…