Describes functional approach to language learning which is supposed to allow learner to function effectively and is based not on linguistic analysis of content to be taught but on learner's needs. (Author/BK)

Study looked at abilities of 5-to 15-year-old monolingual English schoolchildren to replicate foreign pronunciation and intonation. Results show ability to replicate pronunciation declined fairly steadily over the whole age range studied. (Author/BK)

Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)

Explores use of phrase 'taken for granted' including 'accept as true' and 'to fail to give subject's due.' Suggests latter usage has been noticed by few dictionary compilers, and EFL learners find it difficult to use and understand. (Author/BK)

Describes connection between the human resources of language and culture and the economic recovery of the United States. Explores necessity of political participation to accomplish this goal. (BK)

Briefly outlines progress in neurolinguistics including Broca's aphasia, multilingual aphasiacs, lateralization, and localization as possible explanations for problem of adult foreign language accent. (BK)

The concerns and the viewpoints of a principal who recognizes the value of the study of languages and who has seen the gradual deterioration of a once- proud discipline. (Author/MLF)

This research investigated the possibility that there exists in Russian, as in other languages, a certain order of acquisition of grammatical morphemes that is relatively stable across individuals and which is immune to methods of instruction, textbooks, teachers, and other circumstances surrounding the learning of Russian. (Author)

The centrality of the notion of social identity to current work on language learning reflects a renewed theoretical and political concern for the social dimension of language learning. Discusses the ways in which current work in this area involves conflicting points of view or misses the opportunity to connect with other relevant work. (JL)

Examines the role of bilingualism in third language use. Aims to ascertain the effect of bilingualism in third language learners' pragmatic production and metapragmatic awareness with a focus on request acts linguistic formulations. (Author/VWL)

This study was conducted in a private language school in Auckland, New Zealand to investigate the relationship between course level and reported frequency of language learning strategy use by speakers of other languages and to look for patterns of strategy use according to course level and other learner variables (Author/VWL)

Presents a new approach to understanding and using cognitive styles to enhance individual language learning. Introduces a new construct (Ehrman & Leaver, 2002) and illustrates it with two student cases. (Author/VWL)

Focuses on ways of creating a congenial environment in English-as-a-Second/Foreign-Language classrooms. Discusses managing group work and managing teacher biases. (Author/VWL)

Focuses on Eckman's (1996) discussion of the nativism controversy. This article supplements Eckman's discussion and argues in favor of a generative approach to second language acquisition theory, specifically for an autonomous and modular grammatical theory. (five references) (CK)

Underlines Seiichi Makino's pivotal role as a scholar of Japanese language, through the publication of two dictionaries of Japanese grammar and two pioneering textbooks and through an exemplary teaching career. (Author/VWL)