This article examines the relationship between linguistic analysis and the psychology of language acquisition in current language teaching practice and illustrates how an awareness of this relationship may lead to new classroom approaches and techniques. (CHK)

Assesses the importance and implications of the 'critical period' in second-language learning, which occurs when second-language learning overlaps primary language learning, ages two to thirteen. (LG)

Discusses the value of classifying the errors adult language learners make and of comparing them to errors made by children. It is suggested that teachers correct student errors in the same way parents correct children's errors in order to encourage successful learning. (CFM)

This bibliography on psycholinguistics and teaching English as a second or foreign language includes checklists, bibliographies, anthologies, readers, collections, books, monographs, and articles. (CFM)

Defines the concept of native speaker insight and suggests that, for the purpose of teaching English as a second language, the goal should not be native speaker insight (NSI) but NS Type 1, a reduced, adequate and attainable goal for foreign learners. (CFM)

Discusses the implications for language teaching of Chomskyean and transformational theory. The notions of deep structure, linguistic theory building, and inutility of a corpus are far less interesting than the view of language as rule-governed behavior and language learning as hypothesis-testing. Rationalist v behaviorist theories are discussed.…