Discusses the relationship between second-language teaching and research from the multiple perspectives of a North American context. (Author/VWL)

Compares second language acquisition in formal classroom and naturalistic settings. The results suggest that different conditions of exposure to a second language do not significantly alter the accuracy order in which grammatical morphemes are produced. However, as reflected in production errors, different conditions affect learners' hypotheses…

Discusses the different theoretical perspectives concerning input data to second-language (L2) learners, and examines the learners contributions to input and the interactions between what learners take in themselves and what is given to them. (58 references) (GLR)

The interactionist perspective on second language learning has focused on the social aspects of interaction, with interaction viewed as the context and process through which language can be learned. Language learning through interaction can be viewed from several current theoretical perspectives of second language learning: as interaction of…

This paper provides an overview of second language acquisition (SLA) research over the past several decades and highlights the ways in which it has retained its original applied and linguistic interests and enhanced them by addressing questions about acquisition processes. After discussing disciplinary contexts (SLA research and applied…

A study investigated whether second language (L2) learners' participation in negotiation with native speakers (NSs) meets their needs for data on L2 lexical and structural features. The question was addressed through an analysis of NS utterances of negotiation that were produced as 20 native speaker-non-native speaker (NS-NNS) dyads carried out…

Results of a study of two methods of morpheme quantification--one by suppliance in obligatory contexts, the other by target-like use--produced substantially different percentages of accuracy for subjects' production of the morphemes progressive "-ing," progressive auxiliary, and past irregular. This demonstrates that, as a consequence of applying…

To address theoretical claims for the importance of negotiated interaction to the comprehension of second language (L2) input, different classroom interactional behaviors of L2 learners were compared. Results indicated that direct participation in negotiation was most effective in facilitating comprehension of less-advanced students; however, this…

Reviews the notion of communicative competence in light of its relevance for issues in literacy and the teaching of reading. Defines four components of communicative competence, i.e., grammatical, sociolinguistic, discourse, and strategic competence. Discusses their role in the reading process in light of linguistic theory and classroom research.…

A study investigated whether, when second language learners engage in second-language interaction, opportunities to comprehend and produce the second language are conditioned by their gender and/or the correspondence between their gender and that of the interlocutor. The interactions of a native speaker (NS) and a non-native speaker (NNS) in same-…

This study investigated whether second language (L2) learners' interaction with other learners is as effective as interaction with native speakers (NSs) in addressing three theoretical needs: (1) L2 input modified toward comprehensibility; (2) feedback focused on form; and (3) modification of output. The interactions of five dyads of English L2…

Five perspectives are offered on the possible relationships between second language (L2) teachers and researchers. Discussion begins with an overview of traditions and transitions in the approaches, values, and concerns of L2 teachers and researchers. This is followed by discussion and illustration of four of the five relationships, including: (1)…

Questions about language classroom life are addressed that can be illuminated by current research findings on second-language learning and teaching, including first language and cultural adjustment; practices that emphasize learner comprehension; strengths/limitations of classroom management strategies; pronunciation accuracy; and class…

Reviews research on the social interaction and negotiation of second language (L2) learners and their interlocutors. This research illustrates ways in which negotiation contributes to conditions, processes, and outcomes of L2 learning by facilitating learners' comprehension and structural segmentation of L2 input, access to lexical form and…

Recent research on language learning and its implications for language teachers and others interested in language pedagogy and practice is summarized. The review takes the form of the following pedagogical questions: In what ways does knowing one language help and hinder the learning of a second?; What is "comprehensible input," and is it really…