This article discusses the importance of understanding the language learning process for more effective teaching. Language learning is seen as no different from other cognitive processes, and is considered a creative activity. Variables that determine the nature of language learning are discussed. (CLK)

Deals with the provisional grammar known as Learner's Language that foreign language learners develop in the learning process. Data derived from observing Learner's Language have two major implications for foreign language teaching: the reordering of learning sequences, and the need for providing a full communicative context throughout the…

Supports and expands upon S. P. Corder's theory that all the utterances of a language learner are well-formed and appropriate. (PMP)

Valuable insights into the reading process can be gained by analyzing children's reading miscues and by encouring children to use their linguistic knowledge when reading. (JH)

"Fronting", that is, placing direct and indirect objects at the beginning of the sentence, is a typical characteristic of the "school English" of German pupils. The linguistic analysis of the learning problem is supplemented by pedagogic and methodological considerations. (Text is in German.) (IFS/WGA)

A study of the holistic evaluation of writing compared holistic rating and the rating for "conformity to correct prose" technique, a technique based on error counting, of five essays representing five ability levels. The essays were produced in a college English-as-a-Second-Language program. The two scoring methods produced the same ranking of…

Seven graduate students in a seminar on classroom computing received instruction in LOGO programming. Programming protocols were collected periodically and examined for errors and misconceptions; in-depth interviews were conducted in order to understand specific misconceptions better. As novice students transit from instruction to experience in…

Lexical semantics and contrastive lexical semantics can serve as a background discipline to describe and, to some extent, to explain errors in interlanguage. Two developments in lexical semantics that are relevant in this area are the description of sense-relationships and componential analysis. Contrastive lexical semantics involves mapping the…

The need for teachers to be proficient in diagnosing pupil difficulty in mathematics is advocated. Some facets of student behavior to be observed by the teacher are noted, including reversals, lack of retention, and lack of differentiation. All are characteristics associated with dyslexia. Problems of dyslexic pupils are noted and some general…

In language instruction, students do not learn to elicit needed information in the classroom or in real, everyday communicative situations because (1) the material they ask questions about in class is basically uninteresting to them, and (2) many student responses that would be incomprehensible to a non-English-speaking person are left uncorrected…

Nearly 48 percent of the students in Developmental Studies Mathematics courses at a major southern university during the fall of 1983 had taken college preparatory mathematics courses in high school. Some had even taken trigonometry, pre-calculus, or calculus. Yet, they were placed in university developmental studies mathematics courses because…

This report was designed to provide information on the effectiveness of the high school mathematics program in Hawaii, including identification of deficiency areas. The Stanford Achievement Test of Academic Skills (TASK) Level 1 was administered to 10,154 tenth-grade students in October 1983. In general, the students did not perform as well as the…

This report was designed to provide information on the effectiveness of the mathematics instructional program in grade 2 in Hawaii, including identification of deficiency areas. The Stanford Achievement Test, Primary Level II, was administered in May 1984 to 12,106 students in grade 2. In general, these students performed better than the national…

Three studies were conducted in order to determine the source and frequency of children's difficulties in subtraction and to examine different approaches to remediation. In the first study, third-grade children were asked to solve subtraction problems and were observed and questioned about their solution processes. Children who had difficulty…