Outlines a contrastive analysis model and a non-contrastive analysis model for studying interlanguage in strictly bilingual settings, and suggests a bidimensional framework, including both linguistic and curricular components, for studying interlanguage in multilingual settings. (21 references) (CB)

A comparison of two well-known test formats for evaluating and characterizing foreign language learners' interlanguages revealed that open-ended production test questions were more difficult than closed-item recognition test questions. (CB)