This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples.…

Collocations are one of the areas that produce problems for learners of English as a foreign language. Iranian learners of English are by no means an exception. Teaching experience at schools, private language centers, and universities in Iran suggests that a significant part of EFL learners' problems with producing the language, especially at…

Although it is widely acknowledged that collocations play an important part in second language learning, especially at intermediate-advanced levels, learners' difficulties with collocations have not been investigated in much detail so far. The present study examines ESL learners' use of verb-noun collocations, such as "take notes," "place an…

Construct validity concerns for the IPT I Oral Grades K-6 Spanish Second Edition (IPT-S) as a measure of native oral language proficiency are examined. The examination included describing a subset of items that contributes most to overall score and native-language proficiency designation. Correlations between this subset of items and the overall…

This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

A number of researchers have suggested that formulaic sequences are stored and processed holistically (Altenberg, 1998; Raupach, 1984; Schmitt & Carter, 2004; Spottl & McCarthy, 2004). However, the evidence for this hypothesis has not been conclusive. The present study examined the representation and processing of formulaic sequences in two online…

Purpose: The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. Method: Fifty-eight children with speech-sound disorders were assessed during the…

Describes a simple teacher-scored method which can be used to determine the proportion of correct usage in freshman ESL compositions. Concludes Correctness Scores provide a useful tool for investigation of hierarchy of significant errors in English and is a technique well-suited to supply data for future work along these lines. (Author/BK)

Reports on a study of a normally developing boy who made pronominal errors for about 10 months. Comprehension and production data clearly indicate that the child persistently made pronominal errors because of semantic confusion in the use of first- and second-person pronouns. (28 references) (GLR)

Explores properties of second-language (L2) lexicon by examining word forms in the lexicon. Studies of native speaker lexical disruptions are surveyed. Then L2 interpretation errors are discussed and tests to elicit these errors and measure their significance are described. Finally, the data are discussed in terms of the features of the L2…

Examines the hypothesis that certain errors occurring in oral foreign language tests are due to the recurrence of phonological features both in the questions and in the answer. (AM)

A brief summary of this conference, focussing on foreign and second language testing, is given. Topics covered include: publishers' tests, semantic aspects of error analysis, factor analysis and language proficiency, learning style identification, the foreign language placement test of the U.S.A.F. Academy, assessment of language dominance, and…

Investigates the degree to which potential users of language reading proficiency scales acquire the standard for accurately grading reading passages of foreign-language learners. A five-day workshop helped users of the guidelines rank reading passages for levels of difficulty and rate them accurate according to the ACTFL scales. (Author/CB)

In analyzing the errors made in a French grammar test by intermediate level English-speaking learners of the language, it was found that not all mistakes could be accounted for by interference from the native language, but that other psychological factors were involved as well. (FB)

The Preschool Language Assessment Instrument (PLAI) was designed as a diagnostic tool for 3- to 6-year-old children to assess children's abilities to use language to solve thinking problems typically posed by teachers. The PLAI was developed after observing middle-class teachers in preschool classrooms encourage children to use language in…