The study investigates the second language (L2) acquisition of the adjective marker "-de"(ADJ) in Chinese. It explores the interaction between processing constraints as represented in processability theory (Pienemann, 1998) and the learner's categorial analysis of Chinese adjectives and stative verbs which cross-categorize in the acquisition…

Using role play and verbal-report data, this study investigates the sequential organization of politeness strategies of 24 learners of Spanish and whether the learners' ability to negotiate and mitigate a refusal was influenced by length of residence in the target community. Refusal sequences were examined throughout the interaction head acts,…

This study examined the development of integrated knowledge or automatic competence in adult SLA. Automatic competence was operationalized in terms of the participants' sensitivity to grammatical errors in a self-paced reading task. Their sensitivity was determined by observing whether there was a delay in reading ungrammatical sentences. Native…

Draws a parallel between the process of decreolization and that of second language learning, particularly with regard to the effect of extra-linguistic factors. (AM)

Assesses the self-monitoring abilities of intermediate English-as-a second-language students enrolled in a pronunciation/listening course indicated three subgroups: those who improved their ability to choose correct answers but not their self-monitoring ability; those who regressed in ability to choose correct answers but significantly improved…

The author's response to James Flege's critique (in this issue of "Language Learning") regarding earlier research on second-language timing patterns is presented. (LMO)

Written and oral data were evaluated by native speaking judges to ascertain the extent to which they could identify the members of the same native language group on the basis of either phonological or syntactic evidence. Results are presented and other research data are examined to see if they support these findings. (SED)

Considers whether scores on cloze items are generally sensitive to amounts of context in excess of 10 words on either side of them and, if not, when they are sensitive to long-range constraints. Concludes that some are sensitive to constraints that reach beyond 50 words on either side of a blank. (SED)

Supports use of multiple paradigms for the measurement of individual differences in the search for explanations of natural language. Rather than a single paradigm discipline, they offer a wider scope of inquiry--phenomena of interest, types of questions, and forms of explanations, as well as opening the discipline to inspiration and analogy from…

Studies of second language acquisition often employ analytical concepts defined relative to the target language. This practice can be a serious obstacle to investigation of crucial questions about the nature of the learners' languages. This comparative fallacy's drawbacks are illustrated through a framework designed to study interlanguage…

Presents a theoretical perspective of second language learning which explains cross-cultural problems in terms of conflicting culturally determined definitions of reality. The article contends that students' difficulties in learning a second language often stem from a lack of understanding of the social context of the language. (Author/POP)

The results of this study raise serious questions about the validity of cross-sectional studies of second language acquisition based on instrument-solicited morpheme data. The analysis of spontaneous data examined longitudinally suggests that such data may provide richer insights into the second language acquisition process. (Author/POP)

Presents a postmodernist critical analysis of the second language acquisition (SLA) theory-building literature as primarily represented in the writings of Beretta, Crookes, Eubank, Gregg, Long, and Schumann. Argues that there is no foundational reason to grant privileged status to the modernist view of SLA espoused by these scholars. (67…

Reports on two studies on input enhancement used to support learners' selection of focus of attention in Spanish second language listening material. Input consisted of video recordings of dialogues between native speakers. Exact repetition and speech rate reduction were examined for effect on comprehension, acquisition of decoding strategies, and…

Examines the nonlinguistic outcomes of an immersion versus a nonimmersion program in Cape Breton. Dependent variables included attitudes toward learning French, orientations for learning, willingness to communicate, communication anxiety, perceived communicative competence, and self-reported frequency of communication in both English a a first…