The current study investigated disfluency and self-repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self-repair. Knowledge of self-initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as…

The relationship between written and spoken recall (SR) has primarily been analyzed with English-speaking monolinguals. Written recall (WR) has been reported more accurate due to higher cognitive load and attention required to produce a text. This study examined the written and spoken text recall relationship in L2 learners of Russian and analyzed…

In the past two decades, new research on multilingualism has changed our understanding of the consequences of learning and using two or more languages for cognition, for the brain, and for success and well-being across the entire lifespan. Far from the stereotype that exposure to multiple languages in infancy complicates language and cognitive…

Revised and expanded version of a paper given at the 1971 TESOL Convention in New Orleans. Discusses importance of linguistic encoding and decoding in the language learning process. (RL)

Presents psycholinguistic views of second language reading which see reading comprehension as a result of an interaction among three factors: higher-level conceptual abilities, background knowledge, and process strategies. Discusses kinds of reading to teach and kinds of texts and materials to select for different proficiency levels and given…

Summarizes and discusses Krashen's "input hypothesis" as presented in his "Principles and Practice in Second Language Acquisition." Suggests that the input hypothesis fails to account convincingly for arrested second language acquisition in an acquisition-rich environment and that it is not directly applicable to U.S. high…

Presents, through an interview format, several language specialists' perspectives on foreign language anxiety, covering second-language teaching and theoretical implications, language anxiety sources and manifestations, language anxiety reduction, and areas requiring further research. (41 references) (Author/CB)

Discusses the differences in the processes used in reading in a first language and in a second language. Presents some current definitions of reading and details those principles and activities most likely to advance the comprehension process for foreign language learners. Offers a classroom plan for developing reading comprehension. (SED)

Discusses and praises June Phillips' article, "Practical Implications of Recent Research in Reading" and presents more applications of the research she cited. Questions her description of the psycholinguistic processes involved in second language reading. Contrasts the process strategies involved in word processing and text processing,…

Describes the unique situation of an Anglo Spanish-speaking teacher who is assigned to teach Spanish to a group of non-Spanish-speaking youngsters of Puerto Rican descent. Successful strategies for overcoming the socio- and psycholinguistic barriers of working in this situation are listed as the teacher describes how she created a non-threatening…

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

A self-observation and self-report procedure is proposed that will assist teachers in discovering their students' learning strategies and may generate knowledge about the second language learning process. Transcriptions of segments of interviews with four students illustrate the procedure involved in eliciting student strategies. (Author/RM)

An investigation of selected research projects which focus on intellectual development is presented. The treatment begins with a description of psychological-oriented studies and illustrates the many ways in which studying a second language in school settings contributes to the cognitive development of the learner. (Author/RM)

Reports on research seeking to isolate and analyze high frequency errors in secondary students of German, to identify learning tactics, and to apply the research results to improving language instruction. (AM)

Proposes that psychological and linguistic regression are integral to the process of learning a second language. In similar essays in French and English, students appeared passive, needy and narcissistic in French, but more intellectual, rational and humorous in English. Theoretical explanations and their implications are suggested. (CHK)