It is suggested that feasible current approaches to language teaching are "principled," in that there is perhaps a finite number of general, widely accepted, research-based principles upon which classroom practice is grounded. Twelve such principles--categorized as cognitive, affective, and linguistic principles--are discussed. (13 references) (LB)

Data from 37 children (aged 3;1 to 6;10) and 15 adult controls support idea that poor performance on Principle B of Binding Theory is result of exposure to sentences like "I chose me" and insensitivity to contrastive stress (CS). There was a high correlation between performance on Principle B and sensitivity to CS. The Contrastive Stress…

Explores the claim that successful second-language acquisition (SLA) is the result of social, psychological, and affective factors; the argument that this claim has been falsified is untenable. Exploration of behavioral, psychological, and biological constructs to generate new formulations is a more productive approach to SLA theory building than…

Four points in Ladefoged's discussion note in "Language" (v68 March 1992) are examined: arguments based on political considerations; the cost of giving up a native language to join a dominant language; the responsibility of a linguist in supporting the loss of a particular language; and the task of the linguist. (one reference) (LB)

A study examined 11 sociolinguistic interviews for insight into how the informant's verbosity affected the type and quantity of gestures and verbalized signals provided by the interviewer and reflect the listening process. Results suggest that informant loquacity does exert an important influence on production of these cues. (Author/MSE)

Reports on a three-step research project examining students' familiarity with, and ability to make, polite requests. It is suggested that input from textbooks can be used to fill the gap related to polite requests if more information is devoted to the presentation and practice of formulaic expressions and appropriate linguistic forms such as the…

Finds that students in prekindergarten classes who received sign instruction tested significantly higher on the Peabody Picture Vocabulary Test than students in prekindergarten classes who did not receive sign instruction. Suggests that simultaneously presenting words visually, kinesically, and orally enhances a child's vocabulary development. (SR)

Investigates the influence of word meaning on lexical processing in children and adults. Examines developmental trends in lexical decisions for abstract and concrete words. Concludes that word meaning influences lexical processing in children but that there is a developmental shift in the kinds of semantic characteristics that are available for…

Reexamines the construct of field independence/dependence and its measurement in second-language acquisition research, focusing on its role in language testing and good language-learner theories. (68 references) (Author/CB)

Applies a taxonomic principle to analyze the gradual elaboration of any language or sign system as a technology of communication rather than the reflection of a specialized language faculty or cluster of language faculties. (Author/CB)

Caution should be taken in viewing previous research indicating that negative evidence, a special type of error correction to eliminate overgeneralizations, could be crucial to second-language learning, because the underlying theories adopted for that research possibly could be flawed. (10 references) (CB)

Reviews studies and tests that show how discourse analysis has contributed to the theory, research, and development of language testing, covering the relations among discourse analysis and competence and testing theory; research on language tests and tasks; and task development. A 60-citation unannotated bibliography is included. (CB)

Some of the stresses and strains experienced by second-language acquisition researchers are described. Suggestions are offered for how they should respond, including reference to two particular research lines that could have an impact on both linguistic theory and pedagogical decisions for language classrooms. (26 references) (Author/LB)

Discusses methods of assessing language comprehension in apes. Considers the possible effect of brain physiology on the differences between productive and receptive language skills. Examines the possibility that differences between synaptic transmission and volume transmission, or transmission across extracellular spaces, of neurological impulses…

Summarizes trends over the last century of analyzing literature (poetry and prose) through the aid of linguistic theory. The contributions and shortcomings of various schools (Structuralist, Danish, Formalist, Transformationalist, Generativist) to the evaluation of literature are briefly outlined. (LET)