It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related…

This chapter is framed by the three questions related to learning in Practice Theory posed by Johannes Wagner (2008): (1) What is learned?; (2) Who is learning?; and (3) Who is participating in the learning? These questions are addressed in two learning theories: Language Socialization and Situated Learning theory. In Language Socialization, the…

Second-language scholars have suggested that Krashen's construct of "i +1" is similar to Vygotsky's zone of proximal development and that it might therefore be feasible to integrate the two constructs in way that would be productive for second-language acquisition (SLA) research. Article argues that this is futile, not only because…

Summarizes a range of theoretical approaches to language acquisition. Argues that language representations emerge from interactions at all levels from brain to society. Connectionism, which provides a set of computational tools for exploring the conditions under which emergent properties arise, is discussed, and simulations of emergence of…

Analyzes syntactic processes in three learning situations, Japanese reading English, Persians reading English and English speakers reading Hindi; discussed in terms of reading process and second language learning models. (Author/RM)

A link between the acquisition of native-like second language pronunciation ability and certain personality constructs, such as empathy, is asserted. The influence of language on person and person on language is investigated. (Author/RM)

Explores the validity of Labov's (1969) "Observer Paradox," and the five axioms describing the problems involved in linguistic research, for interlanguage research. Methodological remedies are suggested. (AM)

Analyses of sentence combination data from 33 adult learners of English as a Second Language instructed in sentence combination tasks yielded inconclusive results as to whether implicational generalization (IG) is unidirectional to hierarchy levels implicated by the instructed level. The results suggest that IG is clearly not uniformly maximal to…

Replies to McLaughlin's (l978) critique of the Krashen (1975, 1977) Monitor Model of language learning, presenting rebuttals to major attacks, followed by a discussion of minor issues. (AM)

Presents arguments for the view that pidginization can be a model of early second language acquisition, decreolization can be a model for later second language acquisition, and creolization is inappropriate for any aspect of this process. (Author/AM)

Offers a model for research in second language acquisition. The model is based on implicational analysis and attempts to account for individuals and groups, systematicity and variability. An analysis of the use of grammatical morphemes by Spanish-speaking students of English illustrates the model. (Author/AM)

Research funded by a contract from the U.S. Office of Education to Rutgers University. (DS)

Examines the Monitor Model of adult second language acquisition, and presents an alternate model that avoids difficulties inherent in the Monitor Model and that corresponds to contemporary language development theory. (Author/AM)

Discusses the shortcomings of the morpheme order approach in first and second language acquisition research, and proposes instead the notion of developmental sequence, drawing on examples from data on four German children learning English naturalistically. (Author/AM)