It is argued that if theoretical goals are formulated to account for language learnability, a different markedness construct than the linguistic and psycholinguistic constructs usually applied is necessary--the projection model. The theoretical considerations for such a model are delineated, and the model is tested. (MSE)

Examines Krashen's (1977) theory that postulates a distinction between language acquisition and language learning, reviewing recent studies on morpheme order, code-focused instruction, and grammatical rules that support the theory. Contrary to what has been claimed, the theory is not insulated against attempts to disconfirm it. (87 references)…

This review article analyzes the results of several representative English morpheme-order studies conducted in the 1970s in light of current functional-category theory. Comparative analysis found significant discoveries related to category-specific development of functional projections in first language acquisition and cross-categorical…

Presents three interrelated theses on the mechanisms underlying developmental and transfer errors, and exemplifies these with reference to a number of English L2 developmental structures. Proposes a framework where linguistic factors play a major role in protracting the restructuring of the preverbal negation rule by Spanish learners. (Author/MES)

Analysis of data derived from an earlier study of Japanese-English interlanguage shows that discourse-pragmatic markedness conditions on the subject position combine with central aspects of a configurational syntax in the generation of sentential forms, creating a module interface distinct from the native or second language. (38 references)…

A review of research about second language learning indicates that nonprimary acquisition is sensitive to the center-periphery distinction. There is clear evidence that this construct has reflexes in interlanguage word order with respect to the probability of native word order influence, difficulty, and order of emergence. (CB)