The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students' use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117…

Background: Recent research has demonstrated the potential of mobile-assisted learning to enhance learners' learning outcomes. In contrast, the learning processes in this regard are much less explored using eye tracking technology. Objective: This systematic review study aims to synthesise the relevant work to reflect the current state of eye…

This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for…

Since Language Learning Strategies (LLSs) have the potential to be "an extremely powerful learning tool" (O'Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992), they are sensitive to the learning context and to…

Discusses "hermeneutics" and "inner speech" in an attempt to broaden the current theoretical basis for describing foreign language listening as a dynamically interpretive language process. A pedagogical model is proposed for the teaching of academic listening skills in the foreign language classroom. (Author/CB)

Describes an alternate lexico-semantic view of native language acquisition and adult second language learning that proposes that humans acquire and learn words, names, titles, expressions, sayings, and formulas as undifferentiated lexical items first and then develop systems to store and retrieve the lexemes and combine them into phrases and…

Reviews studies that investigated the effects of emphatic stress on novel word learning by children with normal language and those with specific language impairments. The results indicate that use of emphatic stress on modeled target forms improved the children's lexical learning. Implications for language intervention are discussed. (Author/CR)

A distinction is drawn between representational and processing models of second-language acquisition. The first approach is derived primarily from linguistics, the second from psychology. Both fields, it is argued, need to collaborate more fully, overcoming disciplinary narrowness in order to achieve more fruitful research. (GLR)

Major issues concerning vocabulary learning and instruction are discussed, and different ways that vocabulary is taught in the classroom are reviewed. It is argued that helping students develop strategies and knowledge to use internal and external contexts to infer meanings is a major step toward helping them become independent learners. (Contains…

A discussion of language curriculum design for promoting learner autonomy looks at the objectives of such a curriculum, the learning implied by those objectives, and the function and relevance of the learnings. (Author/MSE)

Provides overview of issues associated with second-language learning strategies, examines research findings outside of the field of language instruction, and explores implications of current research both in terms of instruction and future research needs. (55 references) (LET)

Synthesizes research on nine individual-difference factors that influence success in learning a second language and offers instructional implications for each. The nine factors include aptitude, motivation, anxiety, self-esteem, tolerance of ambiguity, risk taking, language learning styles, age, and gender. (72 references) (LET)

Assesses the hazards of models of cognitive development and the positivist views of language that support them. Considers how alternative views of language and learning can help develop a method of teaching that views reading and writing as interpretation and the making of meaning. (RBW)

A discussion of the characteristics of effective language learners and the strategies they use in the second language classroom demonstrates how the four main principles of the communicative approach foster the use of appropriate, positive learning strategies. Implications for the language classroom are discussed. (Author/CB)

Some of the areas in which second language acquisition (SLA) theories and research have contributed to language teaching are highlighted. It is noted that while results of SLA research may have contributed to understanding of language learning, insights from such research may have little direct effect on classroom instruction. One explanation is…