Speech samples from five phonologically disordered children, aged 3:5 to 6:5, were evaluated using the following instruments: Assessment of Phonological Processes, Natural Process Analysis, and Procedures for the Phonological Analysis of Children's Language (modified). Potential first remediation targets were generated, and, in general, the…

Analysis of form-oriented and content-oriented lexical errors made by advanced German learners of English covers: theoretical aspects of form-orientation; a taxonomy of form-oriented approximations; content-oriented approximations; traditional concepts (of semantic organization); empirical evidence; and strategies for second language learning. (CB)

Discusses the types of arguments available for settling questions of phonological constituency. On the basis of these arguments the most frequently assumed syllable structure is selected in which the relationship between "Peak" and "Coda" is closer than that between "Peak" and "Onset." (Author/LMO)

Presents findings of a survey of English as a second language students' attitudes toward and preferences for the correction of spoken errors by native speaker friends. The subjects reported positive attitudes toward error correction and claimed to prefer even more correction than their friends did. They saw correcting errors as facilitating--even…

Investigates the differences in the use of certain verbs of movement and location between native ASL learners and children of hearing parents exposed to signing outside the home. Describes the children's use of phonology, morphology, and syntax in repeating target utterances. Relates results to interaction of language acquisition and motor…

Presents the results of a study of the errors made on essays by Moroccan students of English as a second language. The average number of grammatical errors was 10.62 per paper and the most frequent errors were related to tense, prepositions, articles, form, and concord. (SED)

Lists and discusses certain recurrent errors made by adult Arab students of English literature at the university level. The errors were produced spontaneously in free writing and not through mechanical drills or isolated occurrences of sentences, so they reflect the learner's competence in English. (SED)

Discusses problems encountered in reading of English by foreign students who are unaccustomed to English script. Considering two levels of reading, students having difficulties at one level will regress by reason of vertical decalage to a lower level of learning strategy. This is manifested by a more intent focus on individual letters if the pupil…

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Discusses the changes in foreign language instructional strategies regarding error avoidance and correction that have emerged from the emphasis on communicative competence. Considering this trend away from audiolingualism and consistent oral accuracy, urges teachers to reevaluate procedures for conducting class activities and correcting students'…

The effects of orthographic regularity and visual familiarity on internal coding and processing of visual stimuli were investigated in four experiments using college student subjects. Consistent effects of orthography on the activation of all codes were found. Familiarity influenced semantic more than phonetic codes. Implications for reading…

Jorm did not, as Ellis (TM 504 892) implies, propose that developmental and acquired phonemic-deep dyslexia are functionally equivalent. Rather, Jorm identified functional similarities. Most of Ellis' criticisms are irrelevant because they are directed at this equivalency. (Author/CP)

Describes a study undertaken to assess interference from two languages for learners of French. Suggests that susceptibility to interference is related to a number of factors, such as level of proficiency in the target language, and the degree and type of similarity between the target and the base language. (MES)

Questions the value of the theory of interlanguage for language learning research. (AM)

Examines the differential use of formal explicit knowledge and intuitive implicit knowledge in a second language grammaticality judgement tasks. (Author/AM)