Focuses on the interpretation of research data of Berthier, Starkstein, Lylyk, and Leiguarda (1990) reporting a case of faster recovery, after selective sodium amytal injection, of the patient's second language than his native language. Paradis (1990) argued that these results do not support Ojemann and Whitaker's (1978) hypothesis. (five…

Responds to Paradis's (1990) argument that these authors misreported the facts presented by Berthier, Starkstein, Lylyk, and Leiguarda (1990) regarding the recovery by a bilingual patient of his second language earlier than his native tongue subsequent to injection of a narcotic drug. The article argues that Paradis is incorrect. (nine references)…

Examines the psychometric properties of the Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale, which measure anxiety at the input, processing, and output stages of the foreign language learning process. (Author/VWL)

The facilitative role of explicit information in second language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & ONeill, 1999; VanPatten & Oikkenon, 1996). This experimental study…

This study examined word identification skills among Chinese and Korean college students learning to read English as a second language in a naming experiment and an auditory category judgment task. Both groups demonstrated faster and more accurate naming performance on high-frequency words than low-frequency words and on regular words than…

This paper gives an account of a project exploring 12- and 13-year-old children's uses of strategies while solving reading and writing test tasks in English as a foreign language EFL. The study was conducted to provide insights into how learners go about solving tasks and what they think and rely on while doing them. The first part provides an…

Examines the learning and use of academic English words by students who differ socioculturally. Argues that the Greco-Latin vocabulary of English offers various levels of potential difficulty for students from different class, cultural, or linguistic social factions. Infers some changes to practices in native and second language academic English…

Two experiments tested whether the orthography of readers' first or second language affected their reading time and comprehension in each. English and Hebrew bilingual graduate students and faculty read texts translated into both Hebrew and English. The English native speakers read the English texts significantly faster than the native Hebrew…

How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the…

This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two…

Discusses an attempt to establish the vocabulary learning strategies used by Chinese university learners of English in Beijing and the relationship between their strategies and outcomes in learning English. Findings reveal that two metacognitive strategies emerged as positive predictors of vocabulary test scores and that visual repetition of new…

This cross sectional study used verbal protocol analysis to compare the temporal distribution of formulation processes of Spanish English-as-a-foreign-language (EFL) writers composing first and second language (L1, L2) argumentative texts. Studied three groups at different levels of second language proficiency. Results showed the same total…

The study reported on in this article set out to replicate and extend Bardovi-Harlig and Dornyei's (1998) investigation of pragmatic awareness by addressing two research questions: (a) Do learners in English as a foreign language (EFL) and English as a second language (ESL) contexts display differences in their recognition and rating of pragmatic…

Data collected regarding the learning strategies of English-as-a-second-language students (N=33) working with computerized spelling and dictation lessons revealed that the strategies of advance preparation, monitoring input, and monitoring output were used according to the complexity of the learning task. The monitoring input strategy was more…