A review of research finds considerable evidence that second language instruction is beneficial (1) for children as well as adults; (2) for beginning, intermediate, and advanced students; (3) on integrative as well as discrete-point tests, and (4) in acquisition-rich as well as acquisition-poor environments. Implications for theory and instruction…

Reviews the theoretical foundations of current-second language acquisition models. Draws upon this research as well as upon various studies of memory and verbal-input processing to present a theoretical model of adult second language comprehension. Discusses the implications of comprehension theory for second-language teaching. (Author/SED)

Reexamines the question of why pattern practice fails by hypothesizing about the information processing activities that they entail. (Author/CFM)

A common problem in adult second-language learning, the disparity between child and adult second-language learning referred to as the Adult Language Learning Paradox, is examined within the Parallel Distributed Processing model framework. (24 references) (JL)

Argues that it is time to begin integrating models of second-language (L2) research, to test and develop integrated models for L2 data, and to develop integrated explanatory theories to explain these data. (22 references) (JL)

The challenges faced by deaf students learning English are very different from those of English-as-a-Second-Language (ESL) students. These differences include the amount of linguistic input, motivation, language attitudes, and the use of a visual-spatial language. (38 references) (Author/CB)

Discusses the theory and practice of a "creative automatization" process through which learners can develop the automaticity component of fluency in second language production in a classroom setting, and explains five design criteria to help teachers develop their own activities for promoting fluency within this framework. (Author/CB)

Examines the concept of consciousness in second-language research. After defining theoretical assumptions and reviewing a number of controversies in the psycholinguistic and second-language literature, it is argued that the terms conscious and unconscious have acquired too much surplus meaning and should be abandoned in favor of clearly defined…

Reviews research on native language (NL) listening, and discusses the importance of listening in second-language (L2) acquisition, factors that influence success or failure of comprehension of first-language or L2 messages, the role of listening in the L2 curriculum, posited models of NL and L2 listening comprehension, and proposed taxonomies of…

Examines five cognitive models for second-language acquisition (SLA) and assesses how each might account for the Pidginized interlanguage found in the early stages of second-language acquisition. (23 references) (JL)

This brief article analyzes verbal protocols--oral records of thought provided by subjects when thinking aloud during or immediately after completing a task. (Author/VWL)

Documents 20 years of second-language acquisition research, highlighting two subthemes involving the alternate broadening and narrowing of research perspectives and predicting that the next phase of research will unite the historically distinct research foci on learning and the learner. (209 references) (CB)

Aims to provide an overview of some of the most salient social identity research by discussing various theoretical stances and methodologies and to critique the theories and methodologies employed in social identity research. It is concluded that language and social identity is an important issue, a holistic and dynamic understanding of which will…

Introduces a colloquium on the scope and form of a theory of second-language learning. The value of a general theory is argued for, and the relation of theory to practice is considered. (16 references) (JL)

Examines whether or not communication strategies (CS) can be taught and suggests reasons for the controversy surrounding the teachability of CS. Also reports on a study of CS training with Hungarian secondary students, the results of which suggest that quantity and quality of learners' use of CS does improve with focused instruction. (Contains 62…