This article introduces a novel, holistic framework--named Dr. Mosaik--that encompasses explanations of the entire tense-aspect system, while highlighting eight comprehensive rules that explain the main workings of the system. In turn, this provides a limited number of "anchor points" on which to time-efficiently address instruction and…

This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti's critique of Complex Dynamic Systems Theory (CDST). Pallotti's critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental…

This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for…

This is an account of how one class of English language learners compared and contrasted their language learning experiences with English language teaching (ELT) research findings during a five-week Intensive Academic Preparation course at an Australian university. It takes as its starting point the fact that learners, unlike teachers and…

AN EXPERIMENT INVOLVING 50 YOUNG MALE U.S. MILITARY PERSONNEL UNDERGOING INTENSIVE TRAINING IN RUSSIAN WAS CONDUCTED TO MEASURE THEIR ATTITUDES AND MOTIVATIONS IN LANGUAGE LEARNING. THE TESTS GIVEN THEM WERE STRUCTURED IN TERMS OF SUCH ATTITUDES AS THEIR GENERAL INTEREST, PRAGMATISM (CAREER OR MATERIAL ADVANTAGE), XENOPHILIA (IDENTIFICATION WITH…

Examines the role of tension in the process of instructed second/foreign language acquisition on the basis of findings from a comprehensive ethnography of the 7-week intensive beginners' class in the summer French School of Middlebury College. This project completes and challenges the current research paradigm on language anxiety as it shifts the…

SELECTED ARTICLES ON SECOND LANGUAGE LEARNING AND REPORTS OF RESEARCH ON LANGUAGE LEARNING AND TEACHING, PUBLISHED FROM 1960 TO 1966, ARE PROVIDED IN THIS PACKET. INCLUDED ARE--(1) "UNDER-ACHIEVEMENT IN FL LEARNING" BY PAUL PIMSLEUR, DONALD M. SUNDLAND, AND RUTH D. MCINTYRE, (2) "THE PREDICTION OF SUCCESS IN INTENSIVE FL TRAINING" BY JOHN B.…

A program currently in use by the military that gives instruction in the so-called "sensitive" languages is based on the "Army Method" which was initiated in military language programs during World War II. Attention to the sensitive language program initiated a review of the programs, especially those conducted by the military intelligence schools…

Reports the results of an experiment designed to identify and define learning behaviors characteristic of successful adult students in an intensive language program. Findings are interpreted in terms of an information processing model. (AM)

Examines how intensive English programs (IEPs) define and incorporate content-based instruction into their curricula. Using a survey, the study requested basic data about the IEP as well as information about course and content offerings and their success. Findings reveal that IEPs are incorporating content within the curriculum in various ways.…

The need for a better understanding and better treatment of learning disabilities (LD) in adult learners of English as a second language (ESL) is discussed. Such an effort should draw on both existing knowledge of LD in the first-language context and new research on LD and second language learning. The ethical implications of teaching ESL to…

The association between an attitudinal/motivational factor and the acquisition of French oral proficiency is discussed. Eighty-nine Canadian students were satisfied with the intensive French language program while the 65 Americans were not. The sociocultural background of the student plays a major role in the development of attitudes. (PMJ)

This publication discusses the use of intensive teaching methods for language instruction, also known as suggestopedia ("suggestopaedy"). The theory of suggestopedia, various methods developed from the theory, and their applications are described. A description of Lozanov's suggestopedic method precedes a discussion about the various…

This study investigated Japanese students' perceptions of grammar instruction in the United States. Subjects were six university students in an intensive English course focusing on reading and writing, but also including grammar instruction, and using communicative and interactive approaches. Data were drawn from two student questionnaires,…

A DETAILED DESCRIPTION IS GIVEN OF AN EXPERIMENT CONDUCTED AT GEORGETOWN UNIVERSITY FROM 1960 TO 1966 IN WHICH SELECTED BLIND STUDENTS, THROUGH INTENSIVE AUDIOLINGUAL LANGUAGE INSTRUCTION, WERE TRAINED TO BROADEN THEIR EMPLOYMENT POTENTIAL. ALTHOUGH ONLY RUSSIAN AND THE TRANSCRIPTION OF ORAL FOREIGN LANGUAGE MATERIALS WERE TAUGHT IN THE PILOT…