This meta-analysis synthesized 35 English studies (130 effect sizes, N = 1,981) that employed online tasks to investigate the processing of multiword sequences (MWSs). We examined (a) to what extent MWSs enjoy a processing advantage over novel word combinations; (b) how such a processing advantage is moderated by statistical regularities (i.e.,…

The fundamental difference hypothesis (FDH), as formulated by Bley-Vroman (1990), claims that SLA tends to be nonconvergent because domain-specific linguistic mechanisms available in early childhood cannot be used for language learning in adulthood: Instead, second language (L2) learners deploy domain-general problem solving skills. I claim that…

Argues that the concept of subjective theory and the corresponding methodology have considerable potential for second-language research in terms of building adequate models of second-language learning, teaching, and production; developing adequate methodology to analyze the mental processes underlying second-language learning, teaching, and…

Presents data on the past and present state of research on the interlanguage hypothesis, with specific attention to its extension to children. Outlines a dual approach to developing a theory of second language acquisition--a macrobehavioral approach and a neurofunctional approach. Finally, problems for the interlanguage hypothesis are discussed.…

Compares different approaches to first- and second-language development. It is argued that the observed differences between first- and (adult) second-language acquisition can be accounted for by assuming that adult second-language learners can not use Universal Grammar principles as a learning device in the same way that first-language learners…

Reviews recent research, and discusses difficulties inherent in research, on the language development of bilingual children. Recommendations are made supporting a multidisciplinary approach to research on language development in bilingual children, and suggested avenues of inquiry within such a framework are outlined. (112 references) (Author/OD)

Examines the implications of connectionist models of cognition for second-language theory, in which all knowledge is embodied in a network of simple processing units joined by connections that are strengthened or weakened in response to regularities in input patterns. A connectionist framework is proposed within which hypotheses about…

Discusses the minimal requirements that any serious theory of language acquisition must meet, including the particular properties of the human language processor and linguistic and nonlinguistic input. A review of literature regarding the role of Universal Grammar in second-language acquisition suggests alternative theories to investigate for…

Examines language as a multimodal sensory enhancement system, integrating recent neuroanatomical and neurophysiological findings on the ontogenesis of neuronal structures with the generative concept of Universal Grammar for determination of fundamental differences between primary and secondary language acquisition. (Author/CB)

Considers the historiography of language teaching theories from the perspective of bimodality and suggests some directions research should take to empirically substantiate the usefulness of this concept for second-language acquisition in a classroom environment. (Author/CB)

A brief review of research on native language production precedes a critical discussion of recent second-language production research, focusing on native language research applications to second-language research, the relationship between second-language learning and production, and the various methodologies used to study such production. (190…

Discusses current literature dealing with the pedagogical implications of the ACTFL Provisional Proficiency Guidelines. The argument that grammatical accuracy needs to be stressed from the beginning of instruction is reviewed in the light of second language acquisition research, and it is suggested that such emphasis on grammatical correctness is…

Reviews the literature on the role of background knowledge in second-language listening comprehension, presents findings of pertinent first- and second-language research, and reports on a study showing the importance of schemata in second-language listening comprehension and the role of linguistic knowledge. (34 references) (Author/CB)

Reviews the second-language research on age-related differences, drawing conclusions regarding learning-age influence on initial acquisition rate and ultimate attainment level; sensitive periods of language development; cumulative age-related loss in ability; and the adequacy of affective, input, and current cognitive explanations for reduced…

Discusses a preliminary and sketchy hypothesis of second language comprehension based on empirical investigations into strategies and processes specific to second language comprehension. (Author/CB)