This commentary discusses Westergaard's (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard's property-by-property transfer proposal. The commentary…

The recent "TESOL Quarterly" article by Biber, Gray, and Poonpon (2011) raises important considerations with respect to the use of syntactic complexity (SC) measures in second language (L2) studies. The article draws the field's attention to one particular measure--complexity of noun phrases (NP) (i.e., noun phrases with modifiers, such as…

A model for describing the oral language competence of bilingual speakers is presented. The model provides for the evaluation of the speaker on the phonological (based on native-speaker judgment), morphological (based on the formal written language), syntactic (based, in part on the complexity of the constructions used) and semantic pragmatic…

Offers a critical review of arguments for and against T-unit analysis in second language research. Maintains that T-unit length is a valid measure of syntactic complexity and a true index of overall development in second language acquisition. (PMJ)

Discusses the differences between the English native and nonnative speaker's creation and use of nominal compounds. A comparison between English speakers and Japanese native speakers indicates that not only must nonnative speakers acquire rules in order to effectively compound words in English, but that rules must indeed exist, indicating that…

Discusses physiological, psychological, and social effects of speed of articulation and introduction of both productive and receptive fast-talk exercises at early stages of language learning. By helping English as a second language students with the phonological, functional, semantic, and syntactic components of English, students move closer to…

Discusses the treatment of idioms in language learning, specifically questions that need to be addressed when decisions are made on the role of idioms in language-learning programs. Particular emphasis is on the extent to which idioms present a particular source of misunderstanding and confusion for learners. (Author/VWL)

Most second language texts not only do not emphasize negotiation of meaning, but are also structured to mislead learners in their attempt to express meaning (in the learners' native language). Examples from German, Spanish, and French are used to illustrate the need for second language learning to stand alone and independently from the native…

Discusses the role connectionism plays in the development of cognitive theories and in the explanation of linguistic phenomena inherent in second language acquisition (SLA). Presents a critical look at some existing connectionist models of language functions with a focus on the need for a general cognitive model of SLA that integrates research in…

While foreign language textbooks have improved in recent years, the standard grammatical base remains unchanged. Instead of the usual morphologically-based syllabus, a semantico-grammatical one is suggested in which the categories, relating meaning and form, make it possible to teach language structure in a coherent and communicatively relevant…

Presents a method for classifying errors of second language learners for the purpose of: (1) evaluating information in samples of students' communication, (2) diagnosing individual learner needs, (3) developing individualized instructional materials, and (4) deciding which errors to correct first. Suggests applications of the method in…