Through a dialog argues that transformational grammar should not be used as the linguistic description in university courses in applied linguistics because it has no particular validity as a pedagogical grammar, because it has a narrow view of the nature of language, and because it is theoretically inadequate.(SED)

Discusses the value of using translation exercises in the second language classroom, specifically for the insight they afford into the organizations of meanings in different languages and cultures. (EKN)

Examines a group of English-as-a-Second-Language learners' listening strategies and the tactics that operationalized these strategies. Also conducted an exploratory analysis of two ways these tactics interacted in the processing sequences of two learners. Data were collected and analyzed using a retrospective verbalization procedure based on the…

Outlines concerns regarding needed adjustments in the teaching of reading to cope with a changing, complex world. (JB)

Describes experiment involving categorization of foreign words into abstract and concrete ratings to determine which were better learned under word pair and context conditions. Native language sentences were prepared in which foreign words were inserted to test whether foreign language students could correctly choose native words to replace…

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)

A review of some of the major works in neurolinguistics published during the last decade extrapolates many implications for second and foreign language theory and practice, covering such issues as hemispheric dominance, language processing, and bilingualism. (35 references) (CB)

Discusses studies done on second-language classroom interaction by classroom researchers and second-language (L2) acquisition researchers. Argues that it is critical to explore how the learner processes L2 information, because classroom interaction is a dynamic process characterized by the interplay between external verbal exchanges and internal…

Illustrates how tasks can be used systematically as context for developing learners' knowledge about language, skill in using language, and teachers' ability to teach. Outlines role for tasks in language learning, identifies limitation in previous studies of tasks to promote learning, and suggests need for tasks to lead learners to integrate…

Analyzes the linguistic, rhetorical, and conceptual variables of English scientific texts. Examines some problems which can arise in an English for special purposes reading program and notes some guidelines, based on the text analysis. (EKN)

Examines the linguistic awareness of the translation process by analyzing the self-corrections made by native speakers and matching subjects' self-perception of what they had done with what they actually did in order to establish a set of parameters of linguistic awareness. Contains extensive bibliographic references. (PMJ)

Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)

Examines the effects of learning words grouped in semantic sets, using Japanese words paired with artificial words. A principal finding was that there was a main effect against learning semantically related words at the same time. The article concludes that presenting students with wordlists of new words in semantic clusters, rather than in…

Describes an experiment whose principal aim was to examine how a classroom silent period, devoted almost exclusively to aural comprehension, operates. In the case of the French adult learners of English involved in this study, 60 hours proved to be a satisfactory period. (SED)

Discusses the process of native language learning and explores the relationship between it and second language learning. It is suggested that in a language curriculum, the initial emphasis should be on receptive skills. Accuracy, appropriateness, and fluency in communication are discussed, as well as instructional modes for training in these…