Discusses the influence a first language can have on the acquisition of a second language. Includes some tentative proposals on the interaction of prior first-language knowledge and the creative construction process. (EKN)

Explores the validity of Labov's (1969) "Observer Paradox," and the five axioms describing the problems involved in linguistic research, for interlanguage research. Methodological remedies are suggested. (AM)

Argues for a reconceptualization of Second Language Acquisition (SLA) research in order to enlarge the ontological and empirical parameters of the field. Claims that methodologies, theories, and foci within SLA reflect an imbalance between cognitive and mentalistic orientations, and social and contextual orientations to language, the former…

Critiques Pienemann and Johnston (1987), an influential model of the acquisition of English as a second language (ESL) morphology. The article demonstrates that their proposals are incompatible with syntactic analyses of word formation and emphasizes that second language researchers must ensure that models of second language acquisition are…

Adult migrant learners of English were studied to investigate the effect of instruction on interlanguage development. Examination of the acquisition of a syntactic structure, "do-fronted questions," supported claims for the productiveness of form-focused instruction and suggested that the success of instruction depended on whether specific…

Aimed to account for the different levels of pragmatic development among 137 university-level Japanese learners of English, as functions of their varying levels of English proficiency and amount of exposure to English. (Author/VWL)

From an interlanguage perspective, argues that many perplexing errors in second language writing are the result of the interaction between developing linguistic competence and basic principles of ordering information in texts that learners already know. Shows how this interaction results in errors at the sentence level. These insights are applied…

Reviews three European corpus comparison studies and their findings are replicated with a corpus of Quebec learners writing. Pedagogical implications are proposed. (Author/VWL)

Analyzes interlanguage written discourse produced by advanced Tamil-speaking learners of English as a second language. Eight communication strategies are discussed, including: 1) extended use of lexical items; 2) lexical paraphrase; 3) word coinage; 4) native language (L1) equivalence; 5) literal translation of L1 idiom; 6) L1 mode of emphasis; 7)…

Re-examines research literature supporting the idea that infants and young children simultaneously learning two languages mix elements from the two languages. It is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in…

Analysis of four adult Quechua speakers' acquisition of clitic pronouns in Spanish revealed that educational attainment and amount of contact with monolingual Spanish speakers were positively related to native-like norms of competence in the use of object pronouns in Spanish. (CB)

Examines three experimental studies deriving from contrastive analysis predictions and error analysis insights into deviances from expected target language forms. Each of these studies predate the Interlanguage hypothesis. (CB)

Examination of the accommodation process in interlanguage discourse in a foreign language focused on the effects of various accommodation and negotiation strategies. Dyads of English as a second language students with different proficiency levels accommodated each other in ways similar to interaction between native and non-native speakers.…

A comparison of two well-known test formats for evaluating and characterizing foreign language learners' interlanguages revealed that open-ended production test questions were more difficult than closed-item recognition test questions. (CB)

Responds to a reanalysis of study findings that refute the claim that negative evidence can lead to parameter setting in second-language acquisition, presenting empirical evidence from French learners of English, suggesting that positive second-language acquisition data do not guarantee the loss of native language parameter settings. (26…