Analysis of 72 reports comparing first- (L1) and (L2) second-language writing indicate differences between L1 and L2 writing with regard to composing processing and features of written text. Implications for L2 and L1 writing theory, comparative writing research, and assessment, placement, staffing, and instruction are discussed. (Contains 77…

Comparison of the listening comprehension of second language learners completing three different prelistening activities after one and two exposures to a passage shows that scores for subjects completing the question preview activity were higher than for subjects completing the filler activity and that additional exposure improves comprehension.…

The English compositions of two groups of Hong Kong secondary school students learning English as a Second Language were compared. Results found that students who used computer word processors, on the whole, wrote better compositions than students who used pen and paper. (46 references) (MDM)

Illustrates the comprehension-monitoring process used by first (L1) and second (L2) language readers of English as they read expository prose and compares the comprehension-monitoring strategies of L1 and L2 readers with respect to two problems: locating a referent and defining a vocabulary item. (59 references) (GLR)

In a study of whether second-language (L2) acquisition is the mirror image of L2 attrition, 2 Turkish girls aged 7 and 9 were observed for 15-20 months to determine their language attrition upon returning to Turkey after living in Germany. Findings were compared with those of a Turkish boy whose L2 acquisition had previously been studied in…

Examines attitudes of first-year Michigan State University students about the importance of foreign language (FL) study, focusing on possible differences according to measured abilities to use the English language, amount of success in previous high school FL study, sex, racial/ethnic heritage, major, and anticipated college-level FL study. (LB)

Classroom interaction data from traditional and activity-based English classes of different sizes are compared in terms of opportunities for learners to interact meaningfully. Findings suggest that the nature of the teaching-learning activities and the teacher's role and attitude influence learner participation more than class size. (24…

Describes a study that was conducted to examine the effects of captioned video material of varying difficulty on intermediate and advanced English-as-a-Second-Language (ESL) students' comprehension with videotaped episodes presenting low and high audio/video correlation. Captions were found to be more important for low audio/video correlation. (17…

A discussion of the Linguistic Coding Deficit Hypothesis presents an overview of the theory; describes five prototypes of second-language learners, each illustrated by a distinct language processing profile; and examines how the ability to identify prototypes can help teachers interpret student difficulties and design instruction to address them.…

Analysis of spelling errors collected from final examinations of native-Arabic speaking students majoring in English found significant differences in frequencies of error types among remedial and advanced students. Mispronunciation and lack of awareness of spelling rules and regular spelling patterns strongly contributed to spelling errors, even…

Compares past methods of teaching languages with the current emphasis on teaching oral/aural skills. The use of technology is then discussed, in particular the language laboratory, the videotape recorder, the videodisk, and the computer. Suggestions are offered on how to adapt each for educational purposes. (23 references) (CFM)

Reports a study of Japanese students learning English in Japan. Supports the notion that the necessity to communicate forces learners to notice linguistic problems, and that noticing a problem can push learners to modify their original input. Through this cognitive process, learners acquire second languages, especially the ability to produce oral…

Extends the research on academic outcomes of second-language immersion schooling by comparing children's early experiences in and understanding of regular and French-immersion kindergartners through script analysis. Sixty-four female and 56 male kindergarten children were asked to tell about kindergarten from the time they got to school until the…

Examines whether and to what extent differences exist between learners of French, German, and Spanish with respect to range of motivational or motivation-related factors and whether the factor time has any significant effect in this. Concentrates on general or institution-wide language programs in universities. (Author/VWL)

Explores the contradiction between communicative theory and practice in beginning and intermediate English-as-Second-or-Other-Language (ESOL) materials and compares this situation with that prevailing in early first language literacy instruction. Proposes that ESOL teachers create and use materials that are primarily designed to appeal to adult…