Examines three curriculum models for teaching second languages. Each model represents a particular form of teaching, either analytic "skill-getting" (microlanguage learning), experiential "skill-using" (macrolanguage use), or a combination of the two. (57 references) (GLR)

Analyzes linguistically "naive" native Spanish speakers' evaluations of American students' performance on oral Spanish interviews. Results found considerable divergence in how evaluators viewed particular candidates' proficiency, although evaluators were consistently more strict in their evaluations than was a trained rater. (Author/CB)

Assumes that adult second language learners cannot achieve the same degree of proficiency in a second language as children learning a second language. An information-processing approach is presented, and the aspects of utilization, faulty or incomplete declarative knowledge, and limited working memory space are used to account for deficiencies in…

A follow-up study contrasted the performance of adult second language learners on phonological perception tasks with their performance in articulatory production. Native speakers of French (N=12) and second language learners of French at two levels of French proficiency were tested on three perception and four production tasks to identify the…

Describes a test aimed at investigating the rule knowledge stored in foreign-language learners heads and at determining the relationship between rule knowledge and second-language performance. (CK)

Examined the oral performance of midcourse and endcourse adult American learners of Russian to determine the accuracy order of Russian cases and demonstrated an order of accuracy common to both groups. According to decreasing accuracy, the Russian cases cluster in three rank orders: (1) prepositional and accusative; (2) genitive and instrumental;…

Discusses the purpose of a French-as-a-Second-Language (FSL) placement test designed for students enrolling in FSL at the postsecondary level. The test measures proficiency level in French and consists of three parts: comprehension of a short paragraph, selection of the appropriate statement in a situation, and a fill-in-the-gap part. (JL)

Examines the Variable Competence (VC) approach to second language acquisition (SLA) by defining what is meant by VC and looking at the variable rules and how they are acquired. The research implications of VC models are examined, presenting arguments for and against their use in applied linguistic research in language testing and SLA. (32…

This study investigated 14 English speakers' interlanguage constructions using the Chinese perfective aspect and the sentence-final modal particle. The results show that although the surface forms of the perfective aspect "-le" and the sentence-final "le" are identical, they are learned differently, with the perfective aspect…

Argues that the classroom is not a natural language-acquisition environment; therefore, holistic approaches (immersion, content-based instruction, etc.) produce linguistic dysfunctional bilinguals. The Two-Cone model of direct, focused, step-by-step language teaching, integration, and use is briefly described. (12 references) (GLR)

Proposes a theory of second-language (L2) learning that differs from accepted modes of theorizing in the second-language field. The theory is based on data gathered from the L2 classroom and strives to consider practical knowledge from other fields. (72 references) (JL)

Evaluates the distinction between competence theories and processing theories of second-language acquisition by examining Chomsky's definitions for competence and performance, and by setting out criteria for competence theories. (70 references) (JL)

Discusses the popularity and frequency of language bowls, academic competitions in foreign languages. Suggestions are made for the efficient administration and conduct of all aspects of the language bowl, such as guidelines for organizers, participants, and moderators. (six references) (GLR)

Examines the use the Oral Proficiency Interview (OPI), and provides evidence that the OPI can be used comfortably for such purposes as assigning oral skill grades, especially if examiners are trained to differentiate within levels and if scores are calibrated using a graduated scale. (GLR)

Provides reactions to an article, "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context" published in an earlier issue of this journal (v31 n4). The authors of the article respond to these reactions. (Author/VWL)