In contrast to the usual approach to teaching grammar, this article argues for a comprehension-based approach. Based on a model of second-language acquisition, it examines a number of possible goals for grammar instruction (e.g., to promote "intake" of new grammatical features by helping learners notice input features and comprehend the meaning).…

Considers the rationale for using a focus on form approach to teaching form as opposed to the more traditional focus on forms approach where linguistic features are treated sequentially. Describes methodological options for attending to form in communication. (Author/VWL)

Discusses the L1=L2 hypothesis which states that, all other things except knowledge of language being equal, first language acquisition is the same as second language acquisition. Reviews the evidence for and against the hypothesis, looks at current research and considers the general distinction between formal and informal learning. (SED)

Reports on a study of the learning styles of two adult classroom learners of German as a second language. The extent to which, and in what ways, learners' learning style varies, whether one learning style results in more effective learning, and the effect of instructional style on the subjects' learning outcomes are explored. (29 references)…