As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners' elicited imitation of L2 Spanish grammar. Twenty-eight…

These concluding reflections seek to put the articles of this special issue in a broader context. The article begins by looking at the ideas of cognitive linguistics and linguistic relativity that are invoked. It then considers the questions that arise about the relationship between two or more languages in the same mind, the differences between…

The article discusses the potential of combining learner corpus research with experimental studies in order to fine-tune the understanding of learner language development. It illustrates the complementarity of the two methodological approaches with data from an ongoing study of the acquisition of the English tense and aspect system by French…

Many second language acquisition researchers (e.g., Doughty & Williams, 1998; R. Ellis, 2007; Long, 1996, 2007; Lyster, Lightbown, & Spada, 1999; Russell & Spada, 2006) have advocated the use of negative feedback to promote learner noticing of errors and the internalization of correct forms. At the same time, the true efficacy of this practice is…

Discusses study which looked at the variance from target language norms in second-language behavior which arises in semantic information in individual words. Results suggest that study of grammar as a knowledge of basic lexical classifications requires little attention because work class identifications learned in L1 are smoothly transferred to…

Analyzes the grammatical scaffolding by teacher and second language learner of causal explanations that form part of work by a group of second language students in a project on the human brain. Shows how a systemic functional linguistics analysis reveals different aspects of recast data sequences than does a focus on form approach. (Author/VWL)

Presents an abbreviated version of a large scale investigation of second language attrition covering 50 years. Results yield benefits to teachers and students of foreign languages by leading to an understanding of how various procedures of acquisition affect the rate of loss and ultimately minimize the potential for later attrition. (SL)

Some 147 teaching assistants responded to the Survey of First Year Graduate Teaching Assistants in French, part of which focused on handling typical student questions on grammar. Analysis suggests that TAs do not conceptualize language according to the model of communicative competence proposed by Canale and Swain. (36 references) (LB)

Experiment supported by a grant from the U.S. Office of Education, OEC-0-70-1626. Bibliography included. (DS)

Theory and research suggest three ways grammar instruction might assist second-language acquisition. These include the following: as an advance organizer; as a meaning-form focus in communication activities where there are many examples of a single meaning-form relationship; and through monitoring, if learners can acquire their own input. (41…

A pilot study is described which illustrates a methodology that can be used in determining the relative importance of different error types according to evaluations made by native speakers and presents preliminary results concerning the relative importance attached by native German teenagers to errors committed in German by English speakers. (SW)

Reexamines the theoretical presuppositions of current pedagogical second-language approaches, and questions certain assumptions that have been generally accepted. It is shown that the lack of a theoretical base for current approaches has led to weaknesses in second-language acquisition philosophy, language curriculum structuring, and the role of…