Responds to Kanno's article (see FL 528 536), which described studies of adult American learners of Japanese and their knowledge of two universal grammar (UG) principles and noted various lateral inconsistencies. This commentary suggests that another form of lateral inconsistency, arising from failure to replicate Kanno's findings in another adult…

Seeks to (1) show that the particular form of the model used to represent linguistic production has important consequences for the goals and practices of second-language acquisition research, and (2) that the theoretical model of Cognitive Grammar represents a valid framework for the investigation of second-language acquisition. (Author/VWL)

Discusses what it takes to acquire language, and suggests that second language acquisition can occur without living in the country where the language is spoken and without formal instruction. The crucial variables appear to be comprehensible input and having a good relationship with speakers of the language. Provides an example of a Mexican…

Focuses on the background and rapidly growing literature on intercultural exchanges within the European perspective. Describes how study abroad or residence abroad is understood in the European context. Highlights features from current practice, with particular focus on the United Kingdom. (Author/VWL)

Describes the workings of one cognitive model for the development of literary knowledge. The model derives from current discussions of the role of conscious processes in language learning. (Author/VWL)

Examines key principles of critical language awareness with reference to a class on critical reading that was taught to advanced foreign language learners. Argues that critical language awareness needs to be located within critical pedagogy, and that critical pedagogy is conceptualized around three major principles: teaching as emancipatory,…

Asks what first-order language might be like if there were no way to talk, write, or sign about it--that is, what if there were no second-order metalanguage. By considering the consequences for writing, translation, pragmatics, semantics, and language acquisition and evolution, it is suggested that without second-order, reflexive properties,…

Looks at value of proper names in language awareness education by demonstrating their role in various fields of linguistics. Then deals with proper names in three different areas of German language education: German as a mother tongue; German as a foreign language; and the multicultural classroom. Proposals are made regarding the teaching of…

Discusses the challenges that a return to full-time teaching research, and service entails. Offers advice to foreign language and literature department chairs about their futures after their chairmanships. (Author/VWL)

Examines content-based instruction for African languages and considers Schleicher's (2000) expatiation of goal-based instruction for African languages. Focuses on the parameters for content-based instruction, the profile of a content-based instructional program, the nature of content-based instruction, the first steps for African languages, and…

Describes the development of "SuperMacLang, the 1990s version of the MacLang authoring system. An analysis of various features of the program explains the ways in which certain aspects of collaboration and funding affected developer and programming decisions. (Author/VWL)

Argues for the introduction of the syllable in the teaching and learning of Italian and to show that using a structural representation of the syllable can enlighten facts about the distribution of the definite masculine markers "il" and "lo," as well as other Italian morphemes. (Author/VWL)

Argues for the re-examination of the time-honored view that the first language (L1) should be avoided in the classroom by teachers and students. Examines possible justifications for use of the first language, outlines teaching methods that actively employ the L1, and describes some of the different ways that the L1 may be used positively by…

Investigated English vowel lengths between Americans and Koreans when they speak English sentences. Koreans showed a foreign accent in their English pronunciation of vowels in relation to their utterance positions. Americans showed a final lengthening effect, but Koreans showed a final shortening effect. (Author/VWL)

Examines the relationship between psychology and linguistics, identifies three reasons why initial efforts at partnership may have been inherently flawed, and argues that recent developments may provide a more solid basis for partnership. (Author/VWL)