"Although" is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners' "although" output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners' "although" employment in Chinese EFL learners' writing. The…

Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second,…

The purpose of this pilot study was to examine the effects of perceptual learning style preferences on L2 lexical inferencing and whether learners with certain perceptual learning styles benefited more from an explicitly instructional program. Joy Reid's (1995) Perceptual Learning Style Preferences (PLSP) Inventory and a lexical inferencing test…

Beginning foreign language (FL) courses in high school often have high numbers of learning disabled (LED) and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer…

A study was conducted to determine if students who depend on an analytical cognitive style will learn more when matched with a step-by-step treatment, and whether students who depend on a holistic cognitive style will learn more when matched with an all-at-once treatment. To test these hypotheses, scores on the Wechsler Verbal Similarities Test…

An exploration of second language acquisition research's traditionally separate focus on learners or learning, covering the development-as-sequence model, the development-as-growth model, learning style, cognitive orientation, and affective orientation, argues that a "whole" approach to language teaching must consider both the structural nature of…

An alternative method of language learning is proposed based on the theory of "Personal Construct Psychology." It is suggested as a resolution of the impasse that seems to exist between linguistic and psychological theories of learning. Certain techniques are offered to enable learners to exteriorize their cognitive categories and their…

A discussion of gender differences in human development and language use is followed by reports of research on styles and strategies in learning a second or foreign language. Instructional implications for second-language classrooms are highlighted. (Contains 100 references.) (Author/LB)

Addresses two questions: What strategies do good language learners use? What factors affect choice of language learning? A review and synthesis of existing research on language learning strategies, including a number of new and unpublished studies, is used to answer these questions. (53 references) (Author/VWL)

A description of four research strategies which are different from the commonly used between-groups design: the sub-group method, the regression or correlation method, the case study method and the ethnography method. Two studies carried out in Montreal using the regression method are discussed. (AMH)

The proceedings of the fourth colloquium of the Groupe de recherche en didartique des langues (Language Teaching Research Group) include eleven papers and four synopses. The papers, three in English (E) and the rest in French (F), cover these topics: cognitive presence in language teaching/learning (F); interlanguage and metalanguage (F);…

Research on language acquisition has begun to examine how successful language learners achieve their goals. Teachers and researchers have long noticed that some language learners acquire a second (or third or fourth) language more quickly and more effectively than others. Upon examination, researchers have found that several factors are involved…

Describes research into students' language-learning preferences and strategies, conducted by three English-as-a-Second-Language teachers at three different postsecondary institutions. Focuses on how students' preferences and language-learning strategies vary by student ethnicity, language background, goals of the study, proficiency level, and…

In order to attempt to identify the linguistic difficulties of slow learners, errors made by two groups of English-speaking adults learning French as a second language were compared. The subjects of the two groups shared similar characteristics, with the exception of the amount of time required to cover the same linguistic material (Group 1: 17…

This book is designed to help second and foreign language teachers understand how languages are learned. Chapter 1 examines several theories on how young children acquire their first language, including behaviorist, innatist, and interactionist models. Chapter 2 presents and analyzes several theories on second language (SL) learning. Chapter 3…