Discusses the relationship between traditional synonym theory and two perspectives of interlinguistics: contrastive lexical analysis and languages in contact research. The goal and methods of each are described briefly, and a new synonym conceptualization is proposed that better fits synchronic dynamics than the traditional theory. Examples from…

Describes the identifying chain manifested in different types of Arabic texts, demonstrates the ways a chain is formulated, and highlights the functions performed by such chains. Findings indicate that chains are unifying relations that create texture and structure within texts. (12 references) (Author/CK)

A review of the development and interaction of research involving second language contrastive analysis, error analysis, and interlanguage demonstrates how different assumptions and theoretical preconceptions have affected the results of such research, and the degree to which the research areas have drawn on the other areas. (39 references) (CB)

Discusses the different theoretical perspectives concerning input data to second-language (L2) learners, and examines the learners contributions to input and the interactions between what learners take in themselves and what is given to them. (58 references) (GLR)

Analysis of English articles use patterns found the definite article (DA) used far less than in other European languages. Generic DA use is rare in English, generally only used where the head noun has already been referred to or is contextually unique. Otherwise, the indefinite article, a possessive, or plural of the noun without an article must…

A model for assessing communicative ability is presented that is prompted by the fact that most error analysts in the past concentrated on morphemic and syntactic levels. It is suggested that emphasis must shift from acquisition of linguistic competence per se to communicative competence. (23 references) (LB)

A discussion of the relevance of applied linguistics to language teaching looks at recent developments in the field, the relationship of theory and practice in language teaching and learning, common perceptions of applied linguistics' relationship to language instruction, and linguistics' role in finding solutions in the classroom. (MSE)

Examines three experimental studies deriving from contrastive analysis predictions and error analysis insights into deviances from expected target language forms. Each of these studies predate the Interlanguage hypothesis. (CB)

Explains the differences between constituency and dependency theories for structural linguistics. Reasons are provided for why the former has been indirectly responsible for the neglect of lexical acquisition in language acquisition research and for proposing a notation based on dependency theory for describing learners' segmentation of initially…

This article examines recent research in the areas of contrastive analysis (CA) and error analysis (EA) as they apply to second-language learning, focusing on redefinitions and modifications of the concepts of language "transfer,""error," and "native speaker." It argues that both CA and EA remain vital components of applied linguistics and…

A review of theories and research regarding cognitive psychology and second-language acquisition discusses Krashen's monitor model (1982), Pienemann's teachability hypothesis (1985), variation theory, the structural syllabus, and grammatical prototypes. (29 references) (CB)

This paper discusses recent research on second-language learning and argues that "prior knowledge" does not necessarily constitute the basis of comprehension in second-language learning, that "comprehended input" does not have to be "learner-controlled," and that "input" and "intake" are not necessarily two fundamentally different phenomena.…

Examines sources of superfluous negation in Bulgarian-English interlanguage by examining the nature and occurrence of negatives in English and Bulgarian. It is concluded that these superfluous negations result from the process of passing from a scope-prominent stage to a syntax prominent stage in expressing negation. (one reference) (JL)

Argues that, contrary to what is believed by many in the field of applied linguistics, phonology can and should be taught to adult learners. The argument is based on a critical analysis of research on the teachability of phonology in a second language and on an examination of the nature of adult phonological acquisition. (Author/SM)

Examines the negative consequences of using pedagogical grammars of English dominated by theoretical models which affect English as a second language composition. Limitations of these "models" include: lack of broad vocabulary, semantically "empty" verbs, and an emphasis on the use of awkward grammatical structures, which are regarded as more…