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Alcon Soler, Eva – System: An International Journal of Educational Technology and Applied Linguistics, 2005
This paper is based on a study which attempted to examine the efficacy of instruction at the pragmatic level. Specifically, the main purpose of the study was to investigate to what extent two instructional paradigms--explicit versus implicit instruction--affected learners' knowledge and ability to use request strategies. One hundred and thirty-two…
Descriptors: Pragmatics, English (Second Language), Second Language Learning, Second Language Instruction
Richards, Jack C. – RELC Journal: A Journal of Language Teaching and Research, 2005
Two views of listening are examined. The first, listening as comprehension, emphasizes accessing meaning through listening, and focusses on the message rather than on form. The second, listening as acquisition, emphasizes the role of listening in promoting language acquisition, and emphasizes the role of noticing in facilitating language…
Descriptors: Interlanguage, Second Language Instruction, Second Language Learning, Listening Skills
Lozano, Cristobal – Second Language Research, 2006
Recent unrelated studies reveal what appears to be a common acquisitional pattern in second language acquisition (SLA). While some findings show that advanced learners can indeed achieve convergent, native-like competence with formal syntactic properties (even when these are underdetermined by the input), other findings suggest that they can…
Descriptors: Word Order, Second Language Learning, Spanish, Native Speakers
Goad, Heather; White, Lydia – Second Language Research, 2006
In this article, we argue against the Representational Deficit Hypothesis, according to which second language (L2) speakers can never acquire functional categories or features that are absent in the first language (L1), suggesting that fossilization is inevitable. Instead, we support the Prosodic Transfer Hypothesis, which argues that the ultimate…
Descriptors: Morphology (Languages), Mandarin Chinese, Second Language Learning, Interlanguage
White, Joanna; Munoz, Carmen; Collins, Laura – Language Awareness, 2007
This paper reports on two studies that investigated the effectiveness of a contrastive analysis type of pedagogical intervention, which aimed to promote interlanguage development in the use and understanding of English possessive determiners (PDs) among adolescent second language (L2) learners. The first research question asked whether explicit…
Descriptors: Intervention, Form Classes (Languages), Interlanguage, English (Second Language)
Tang, Gladys – CUHK Papers in Linguistics, 1993
This paper examines a specific aspect of systematic variability, which is taken to be a result of influence of linguistic context on interlanguage (IL) performance. While it is important to describe how or under what circumstances a linguistic context exerts an influence on IL development, one also needs to explain why it occurs. On the basis of a…
Descriptors: Chinese, Context Effect, Contrastive Linguistics, English (Second Language)
Beebe, Leslie M. – 1985
An examination of the social psychological basis of style shifting suggests that, contrary to Labovian theory, many style shifts are not a function of shifts in attention to speech and that there are other more explanatory ways of analyzing style shifts. Some reasons for this view are: (1) attention to speech is sometimes negatively correlated…
Descriptors: Comparative Analysis, Interlanguage, Language Research, Language Styles
Schachter, Jacquelyn – 1979
A research project is discussed involving the collection of production data from writing samples of 375 adult learners of English divided equally among five language backgrounds: Arabic, Chinese, Japanese, Persian, and Spanish. Information is presented about three constructions: (1) subject relative clause, (2) infinitival complement on verb, and…
Descriptors: Adults, Classification, English (Second Language), Error Analysis (Language)
Yorio, Carlos A. – 1980
This discussion of student output concentrates on reasons for learner's errors, types of errors, and some techniques for correcting them. An error is defined as an unintentional deviation from an expected pattern, which could be a linguistic form, a phonological or a grammatical rule, or an incorrect form or expression in a particular situation.…
Descriptors: Error Patterns, Interlanguage, Language Usage, Postsecondary Education
Py, Bernard – Francais dans le Monde, 1984
It is suggested that it is not between two languages that transfers and interference occur, but within the learner. The learner mediates and constructs this relationship according to acquisition operations, processes, strategies, and stages that contrastive analysis, despite its utility, can neither account for nor predict. (MSE)
Descriptors: Contrastive Linguistics, French, Interference (Language), Interlanguage

Lamendella, John T.; Selinker, Larry – Language Learning, 1979
Six tentative conclusions about the role of extrinsic feedback in interlanguage fossilization are presented and discussed in light of hypotheses made by Virgil and Oller regarding this phenomenon. Extrinsic factors are those characteristics of the learner which are oriented toward the environment and which act as the interface between the learner…
Descriptors: Descriptive Linguistics, Feedback, Interlanguage, Language Patterns

Vigil, Neddy A.; Oller, John W. – Language Learning, 1976
A cybernetic model of factors involved in the fossilization of grammatical and lexical forms in learner grammars is offered. A distinction is made between affective and cognitive dimensions of a multidimensional channel of human communication; and the effect of expected and unexpected feedback on these two dimensions is discussed. (Author/POP)
Descriptors: Conditioning, Cybernetics, Interlanguage, Language Research

Granger, Sylviane – CALICO Journal, 2003
Describes the three-tiered error annotation system designed to annotate the "French Interlanguage Database" (FRIDA) corpus. The research took place within a project that aims to produce a learner corpus-informed computer assisted language learning (CALL) program for French as a foreign language. (Author/VWL)
Descriptors: Computer Assisted Instruction, Databases, Error Correction, French

Makoni, Sinfree Bullock – International Journal of Applied Linguistics, 1992
A description and analysis of domain theory is outlined and evaluated to highlight the difficulties of using domain theory as a basis for research into variability in interlanguage. (34 references) (VWL)
Descriptors: Discourse Analysis, Interlanguage, Language Research, Language Variation
Grozdanova, Lilyana – IRAL, 1992
Examines sources of superfluous negation in Bulgarian-English interlanguage by examining the nature and occurrence of negatives in English and Bulgarian. It is concluded that these superfluous negations result from the process of passing from a scope-prominent stage to a syntax prominent stage in expressing negation. (one reference) (JL)
Descriptors: Bulgarian, Contrastive Linguistics, English, Interlanguage