Reanalyzes the notion of consciousness raising in language learning. It is suggested that there are different ways of making input salient and different ways in which salience may affect the learner's knowledge and performance in the second language. (20 references) (JL)

Reviews study of toddlers' responses to specific and neutral requests for clarification, focusing on ability to locate linguistic errors that provoked clarification requests and their successes in repair. Argues that this behavior provides evidence for a speech monitor that detects errors and enables repair. Suggests that metalinguistic ability…

Examines the stage-like nature of children's spelling development. Finds little evidence for either predicted qualitative differences in stage classification of errors or in stage consistency across grades. Discusses implications for theories of spelling development and instructional practices. (NH)

Examines the effects of exposure to incorrectly and correctly spelled words on subsequent spelling performance of undergraduate students. Finds that prior exposure to an orthographic form of a word can affect subsequent spelling accuracy for that word, with correct examples enhancing it and incorrect ones depressing it relative to baseline…

A teacher-researcher translated research-based practices related to using self-instruction in special education settings into inclusive classroom practices with students with learning disabilities (LD) and students for whom English was a second language (ESL). Both groups were fully included in a third-grade classroom. After classwide instruction…

The research reported in the study was undertaken to measure English language teachers' ability to interpret second language learners' intended meanings in idiosyncratic utterances in written English. In doing so, it also aimed at verifying Corder's (1981) speculation that language teachers can correctly guess the intended meanings of learners in…

The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in…

The paper tries to answer the question--to what extent the English Language Teaching theory informs the ELT practice in a reflective case study. It argues that even if it is challenging considering what is beyond the theory in practical use of theory, yet if teacher educators in the field of ELT have a solid academic foundation, they will have the…

This unannotated bibliography consists of four sections. Section One is a general introduction to error analysis and interlanguage studies, aimed primarily at students writing their theses and at practicing teachers with little experience in these fields. Section Two presents a list of the journals referred to in the bibliography. Section Three,…

The study investigated the effects of sentence structure on the number of error sentences and response latency in a sentence-repetition task with 40 female college students. Ss repeated short- and long-test sentences containing either a single self-embedded or right-branching subject-focus on object-focus relative clause. (Author)

An error analysis was conducted with materials published in Spanish in connection with an election in the U.S. Southwest. Most improprieties in the Spanish texts were found to be the result of an inadequate command of Spanish and lack of proficiency in translation skills. (Author/RM)

A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled (LD) elementary students. Error-pattern consistency indicated that the LD subjects utilized systematic approaches to spelling dictated words. Findings supported the use of diagnostic error-analysis techniques and a structured approach to…

Eighteen adults with developmental dyslexia were asked to repeat orally what they heard. Analysis of responses revealed an average vowel error rate of 29 percent and an average consonantal error rate of 22 percent, significantly different from those of nondyslexic control groups. Clinical histories suggested genetic transmission of the speech…

When preschool children think of objects as organized into collections (e.g., forest, army) they solve certain problems better than when they think of the same objects as organized into classes (e.g., trees, soldiers). Present studies indicate preschool children occasionally distort natural language inclusion hierarchies (e.g., oak, tree) into the…