Seeks to prove that the parameter setting model (PSM) of Chomsky's Universal Grammar theory contains an internal contradiction when it is seriously taken to model the internal state of language learners. (six references) (JL)

The centrality of the notion of social identity to current work on language learning reflects a renewed theoretical and political concern for the social dimension of language learning. Discusses the ways in which current work in this area involves conflicting points of view or misses the opportunity to connect with other relevant work. (JL)

Examines the concept of consciousness in second-language research. After defining theoretical assumptions and reviewing a number of controversies in the psycholinguistic and second-language literature, it is argued that the terms conscious and unconscious have acquired too much surplus meaning and should be abandoned in favor of clearly defined…

Examines five cognitive models for second-language acquisition (SLA) and assesses how each might account for the Pidginized interlanguage found in the early stages of second-language acquisition. (23 references) (JL)

A variety of units (e.g., word, structure, notion, function, and situation) are used in synthetic syllabi, but task has recently appeared as the unit of analysis in three primarily analytic, Type B alternatives: procedural, process, and task syllabi. Descriptions and limitations of each are presented. (138 references) (Author/LB)

Sample accepted findings on learners, environments, and interlanguages are proposed along with some implications for second-language acquisition theories. (79 references) (JL)

Examines the language processing and acquisition abilities of the right hemisphere. Discusses functions performed by the right hemisphere that could play an important role in second language acquisition. (EKN)

Cautions against direct application of neurolinguistic research to second language learning and teaching and discusses why brain research will not provide a quick answer to teaching problems. (EKN)

Kachru suggests that it is time to reevaluate the dominant paradigms in second-language acquisition research from a bilingual/multilingual perspective. Sridhar suggests a reality check in the reevaluation of second-language acquisition theories. (45 references) (JL)

Prabhu's writing about ways in which second-language students, teachers, and specialists influence events that take place during classroom lessons is critiqued. It is suggested that greater recognition of second-language theorists and pedagogical specialists is in order. Prabhu acknowledges the suggestions. (42 references) (LB)

Introduces a colloquium on the scope and form of a theory of second-language learning. The value of a general theory is argued for, and the relation of theory to practice is considered. (16 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)

A common problem in adult second-language learning, the disparity between child and adult second-language learning referred to as the Adult Language Learning Paradox, is examined within the Parallel Distributed Processing model framework. (24 references) (JL)

Raises questions about theoretical and methodological issues in research reported in an earlier article. The authors of the earlier article respond. (Author/VWL)

This article discusses the nature of translation as a linguistic phenomenon, and the pros and cons of its application to second language instruction. (CLK)