Describes a research project carried out in Sweden to study the acquisition of Swedish syntax of negation by adult second language learners. (CFM)

The French language competence of two groups of English-speaking pupils who are educated via French was investigated. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age. Results of the study are discussed. (Author/RM)

Presents the results of three studies that support the hypothesis that there are two types of proficiency in second language learning, "compartmentalized control" and "integrated control." Relevance to the Monitor Model and a method of teaching for integration are discussed. (Author/AM)

Concerns research undertaken to assess the role of intelligence, as measured by standardized, group I.Q. tests, in the acquisition of a second language. Reading and language usage tests correlated with I.Q. level; tests of listening comprehension and interpersonal communication did not for anglophone students learning French. (Author/POP)

A study was conducted to determine if informal learners of ESL had the same acquisition order of morphemes as formal learners have and to find out what would happen to the established order if only certain of the grammatical morphemes were explained and drilled. Instruction did not change acquisition order. (Author/KM)

In this longitudinal study in which a second language was used as the sole or major medium of instruction, the experimental group performed as well as or better than the control groups with respect to language skills, academic skills and cognitive development. Pupils could also communicate effectively in their second language. (AG)

Describes a research project in which the acquisition of French by two six-year-old boys, native speakers of English, was observed longitudinally. (CFM)

Three groups of Grade 7 students participated in a study to examine the personality and language exposure factors associated with learning French as a second language. (CFM)

A study was conducted to examine the changes in students' attitudes, motivation and French achievement during a five-week, residential, summer program. Sixty-two students were administered a battery of attitude and motivation tests as well as a test of oral French proficiency prior to, and upon completion of, the course. (CFM)

Twenty-two Cantonese-speaking Chinese students and 16 Spanish-speaking students were tested for short-term memory encoding strategies on word-recognition tests. Chinese speakers were found to encode Chinese ideographs phonologically, but both Chinese and Spanish learners of English were found to encode English words visually. (Author/CFM)