Challenges the claim that adult second language acquisition is characteristically different, cognitively, from that of child first or second language acquisition. (PMP)

Presents an analysis of the tense marking of 16 Vietnamese speakers learning English as a second language, which shows there are a number of surface-level constraints that systematically affect the incidence of tense marking, including the distinction between regular and irregular verbs and the shape of the suffix on the regular verb. (SED)

Addresses the issues of whether test scores are affected by the prior availability of the items on a test. Concludes that, while disclosing items significantly affects test scores, the magnitude of the disclosure effect drecreases with an increase in the size of the disclosed pool. (EKN)

Compares second language acquisition in formal classroom and naturalistic settings. The results suggest that different conditions of exposure to a second language do not significantly alter the accuracy order in which grammatical morphemes are produced. However, as reflected in production errors, different conditions affect learners' hypotheses…

Discusses research on the acquisition of dative structures in English by second language learners, which provides support for the theory of markedness. Also discusses the theoretical implications of markedness regarding learnability of the complement structures of alternative and nonalternating dative verbs. (EKN)

Critique of Crothers and Suppes' Experiments in Second Language Learning,'' New York: Academic Press, 1967. Revised version of lecture presented to the Applied Linguistics section of the Modern Language Association, New York, New York, December 1970. (RS)

It is argued that if theoretical goals are formulated to account for language learnability, a different markedness construct than the linguistic and psycholinguistic constructs usually applied is necessary--the projection model. The theoretical considerations for such a model are delineated, and the model is tested. (MSE)

Examines the central characteristics of interlanguages that distinguish them from all other natural language systems. It is proposed that, since permeability presupposes an interlanguage norm which is relatively stable, we are forced to gather enough data to establish the overall level of linguistic competence of the learner. (Author/POP)

Reports on an investigation of listening strategy applications by Grade 7 students learning French. Examines types of strategies used and differences in strategy use by more skilled and less skilled listeners while they listen to authentic texts in French. (Author/VWL)

Reviews processing (PI) instruction, outlines a model of input processing, describes the nature of PI, and discusses research on it to date. (Author/VWL)

Responds to VanPatten's update of the findings for processing instruction. Questions the explanatory adequacy of the model of input processing that VanPatten proposed and that underpins his pedagogic proposals. Questions the validity of the limited-capacity, single-resource model of attention proposed for second language learning. (Author/VWL)

Assumes that adult second language learners cannot achieve the same degree of proficiency in a second language as children learning a second language. An information-processing approach is presented, and the aspects of utilization, faulty or incomplete declarative knowledge, and limited working memory space are used to account for deficiencies in…

A follow-up study contrasted the performance of adult second language learners on phonological perception tasks with their performance in articulatory production. Native speakers of French (N=12) and second language learners of French at two levels of French proficiency were tested on three perception and four production tasks to identify the…

Examines the structure of language-learning beliefs about learning in general and beliefs specifically about language learning and explores the relationship between the two belief domains. A brief questionnaire was administered to 187 college students learning Japanese as a foreign language. Factor analyses identified five dimensions of general…

Examines the nature and development of fluent second language English-as-a-Second-Language (ESL) word integration skills involved in lower-level text processing. Four theoretical approaches to word integration and sentence processing in the first language and second language ESL literature are discussed in conjunction with a review of the relevant…