Argues that linguists have marginalized multilingualism and neglected the complexities of multilinguals' language behavior, being reluctant to modify, reformulate, or reassess favorite paradigms of language acquisition, linguistic creativity, language function, and language contact. Three resulting "paradigms of marginality" are…

Reports on research related to phonemic contrasts in the learning of second language pronunciation. Identifies three interesting learning situations that involve the target language's having different phonemic contrasts from the native language. (Author/VWL)

Reports on a qualitative study conducted in the Japanese foreign language context about good foreign language learners, in which strategy use is analyzed in 67 books reporting on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese foreign language context and that the issue of some…

Responds to Gregg's discussion of the author's arguments on the nativism controversy. Addresses the issue of whether a theory of second language acquisition (SLA) must include a theory of grammar. Proposes that it remains to be decided whether a theory of SLA requires a theory of grammar. (four references) (CK)

Examines the interface between language change and Creole studies. Discusses the Language Bioprogram Hypothesis, the Creole continuum, Creoles and grammaticalization, theoretic syntax, creole prototypes, and second language acquisition and language change. (Author/VWL)

Presents a theory of inductive learning--Autonomous Induction Theory--a form of induction that takes place within the autonomous and modular representational systems of the language faculty. Argues that Autonomous Induction Theory is constrained enough to be taken seriously as a plausible approach to explaining second language acquisition.…

Discusses a sociocognitive perspective on second language acquisition, proposed as an alternative to the cognitivism pervading the field. Describes the cognitive nature of language and its acquisition, focusing on recent developments in connectionism. Introduces sociocognitive views of language and posits a social interpretation of connectionism…

Presents a linguistic analysis of two nearly synonymous Japanese adverbs "betu" and "hoka." Provides a sharper characterization of these adverbs to make it easier for Japanese learners in their acquisition of these adverbs. (Author/VWL)

Discusses the distinction between formal and contextual guessing of vocabulary in second-language learning. It is argued that formal guessing is more helpful and reliable than contextual guessing. (Author/VWL)

Foreign language video is invaluable for enhancing foreign language instruction, particularly when combined with laser videodisc technology, which allows learners to study minute details. Authentic materials should be made available on videodisks to fully exploit the resources of foreign language video. (Author/CB)

In response to a previous article, this article suggests that the differing viewpoints are the result of differences in opinion about what constitutes a foreign-language learning problem and a learning disability and whether evidence is provided to substantiate the claims presented by each side. (JL)

Describes "l'autodictionnaire," a computer program created to help language learners enrich their vocabulary through the use of an electronic, modifiable dictionary. (SR)

Provides an overview of the research related to second language learners and reading strategies. The discussion also considers recent research on the role of metacognitive awareness in the reading comprehension process, and the relationship between metacognitive awareness and reading proficiency (Author/VWL)

Discusses the Defense Language Institute's Foreign Language Center's (DFIFLC) primary goal, which is to educate linguists throughout their military careers, assess their capabilities, and provide related services. Distinguishes between training and education and suggests that while training is important it is also vital to educate military…

Intends to show that questions and answers are very common activities that, if exploited appropriately, can help students learn and teachers judge the usefulness of what they are doing. Provides guidelines for forming classroom questions. (Author/VWL)