Focuses on the acquisition of linguistic devices used for discourse cohesion in Chinese and French. Particular attention is paid to how two types of learners acquire the linguistic means for marking topics, in particular French "dislocation," and its discourse-pragmatic functions. Data consist of narratives based on picture sequences, produced in…

Suggests that cognitive science, a field that draws on research in linguistics, psychology, anthropology, and computer science, might provide better explanations of student behavior in the classroom than mainstream second-language acquisition research. An attempt is made to show how research from cognitive science might offer explanations for what…

Assesses the role of identity in interlanguage development and performance, focusing on what research suggests about the relationship of identity to the speaker's overall target, to selected features of the speaker's interlanguage, and to target language speakers' attitudes toward the interlanguage speaker. (Author/CB)

Discusses some of the major developments, issues, and problems in studying the relationship between attitudes and motivation and second-language acquisition and proficiency. (29 references) (GLR)

A review of theories and research regarding cognitive psychology and second-language acquisition discusses Krashen's monitor model (1982), Pienemann's teachability hypothesis (1985), variation theory, the structural syllabus, and grammatical prototypes. (29 references) (CB)

Item-writing considerations in creating instruments using Likert-type scales, according to Michael Busch, include semantics of labeling response choices and number of response categories. Jean Turner discusses problems regarding the use of Likert-scale questionnaires for L2 research, for instance the cultural background of language learners being…

Contends that a critical review of the theoretical underpinnings, measurement instruments, and current status of the construct leads to the inevitable conclusion that field dependence/independence does not have, and never has had, any relevance for second-language learning. (52 references) (Author/CB)

Summarizes the practical results of a study devoted to the acquisition of Dutch as a foreign language. An attempt was made to test some of Krashen's hypotheses and to discuss the theoretical background of his Monitor Theory. Results confirmed a number of Krashen's hypotheses. (77 references) (LET)

Rate-controlled recorded text can be used not only to facilitate listening comprehension through reducing speech rate, but it can also help language learners become accustomed to increasingly rapid deliveries. First- and second-language research on temporal variables relevant to facilitating listening comprehension is described, and practical…

Discusses applications of second language acquisition (SLA) research to the preparation of language coursebooks. Suggests a number of ways that SLA research findings can help improve coursebooks and enhance the learning of large numbers of students. (Author/VWL)

Reviews two guides on the Child Language Data Exchange (CHILDES) project, both of which provide tools for analyzing talk. (Author/VWL)

Reviews the history of applied linguistics together with the history of the journal "Language Learning," indicating the journal's particular place in that larger history and honoring its 50th anniversary. (Author/JL)

Reviews research on language learning and age, and presents a summary of the conclusions on second language acquisition and mature age learners from key writers in the field. (Author/VWL)

Discusses the phenomenon of communicative language testing as it emerged in the late 1970s and early 1980s as a reaction against tests constructed of multiple choice items and the perceived overemphasis of reliability. Traces the legacy of the communicative movement from its first formulation, through present conundrums, to tomorrow's research…

Reacts to a response by Simard and Wong (2001) to Tomlin and Villa's (1994) discussion of a model that postulates a fine-grained analysis of attention for second language acquisition and the prediction that awareness at the level of detection is not crucial for further processing of second or foreign language data. (Author/VWL)