When it comes to L1 and L2 differences in second-language writing, some researchers are not fully convinced that there is a fundamental difference. However, when comparing L1 and L2 writing, many would agree that macro- and micro-level writing characteristics exist and overlap (Eckstein and Ferris 2018). This article identifies some of the…

The extant research literature on emergent bilingual spelling focuses on developmental patterns and the interference of first language with second language. The purpose of this article is to provide teachers with an alternate view of emergent bilingual spelling in an effort to influence spelling instruction in the classroom. Writing samples…

This study is an endeavor to find how English native and nonnative EFL/ESL (English as foreign language/English as second language) writers use adversative conjunctions to connect ideas together so that texts have both coherence and cohesion. Regarding the problems nonnative writers of EFL face when composing a piece of writing, we attempted a…

The purpose of this resource is to help math teachers unpack, understand, and implement the current math content and practice standards. This resource describes the progressions of learning within each course and provides content support, which includes broad ideas about effective instruction as well as practical instructional strategies. Math…

The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful "fourth wave" in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by…

A discussion of errors made in second-language learning focuses on the control that the speaker himself exerts over mistakes and argues that this would be a useful area for further research. Implications of such analysis for second-language instruction are considered. (MSE)

Examines the nature of interlanguage as it affects second-language learning and teaching, focusing on the language transfer phenomenon, fossilization, how error analysis and error correction can be improved through understanding of interlanguage, native speaker norms, international varieties of English, and the contribution of interlanguage to…

A study investigated the perceptions of native English-speakers concerning the spoken grammatical and phonetic (accent) errors of non-native speakers. Speech samples were collected from three non-native speakers of English of varied linguistic backgrounds (German, Spanish, and Arabic) and one speaker of North American English. Each of the four…

In interlanguage, the transitional state reaching from one's native language to a given target language, phonological, morphological, syntactic, lexical, sociocultural, or psycholinguistic errors may be generated and systematized by the process of fossilization. Depending on the amount of time needed for remediation, fossilized features may be…

A discussion of English-as-a-Second-Language (ESL) teaching focuses on the relationship of lexical items to the syntactic situations in which they may occur, and the importance of teaching this relationship to language learners. First, common errors made by ESL students that are attributable to lack of syntactic context knowledge are identified.…

The purpose of this study was to: (1) describe differences in performance by non-native learners of English, when writing in different genres; (2) determine communicative value of grammatical errors as judged by a panel of native speakers; and (3) demonstrate inconsistencies in native speaker judgment of error gravity. Subjects were 20…

A discussion of cognates in second language teaching, particularly in English as a Second Language (ESL), looks at reasons and methods for teaching both true and false cognates ("friends"). A definition of cognates is offered, and a distinction is made between a cognate and a borrowed word, with examples from several languages.…

Common problems encountered in teaching Chinese that involve classical, intentional malapropisms (learned errors) are discussed. Three aspects unique to Chinese are addressed: (1) since Chinese writing is logographic, some malapropisms occur because of similar graphs; (2) since many expressions come from classical Chinese, and instruction in…

English-as-a-Second-Language (ESL) students in general, and Chinese speakers in particular, often omit or misuse English prepositions in speaking or writing. A study traced the history and structure of the English preposition, using contrastive analysis and error analysis to find sources of Chinese error. To determine if Chinese speakers exceed…

A discussion of classroom research on language teaching looks at what researchers have learned so far from attempts to study what happens in the language classroom. The discussion is based on the idea that it is not the currency of instructional method used that matters most, but rather a fuller understanding of classroom interaction. The first…