The psycholinguistic experiments reported here lead the author to the conclusion that there is a definite interdependence between semantic values and syntactic functions in the construction of sentences and that a satisfactory interpretation of syntactic encoding demands a consideration of the personality structure of the individual speaker.…

Text is in German.

This article proposes that language contact can be best understood if the entire range of such situations from second language learning to evolution of dialects and creoles is studied within a framework analogical to the symbiosis of living organisms. Language contact is viewed in terms of dynamic evolutionary stages. (CHK)

Reviews research on the psycholinguistic processes underlying second-language learning, especially as it relates to the concept of interlanguage and the contributions made by sociolinguistics, neurolinguistics, and cognitive psychology. (MSE)

Sets up a model in which the functioning of the brain is seen in terms of a computer's operations; then considers the applications of such a model to foreign language teaching and learning, with particular emphasis on feedback and simulations. (KM)

Earlier version of this paper was read at the Second International Congress of Applied Linguistics, Cambridge, England, September 1969. (VM)

Proposed a model of first and second language learning within a communicative approach. (AM)

Discusses and analyzes the Bosco/DiPietro descriptive framework for the analysis of foreign language instruction. Refines the psychological and linguistic features originally presented by Bosco and DiPietro. Proposes the creation of two new features--analytic and communicative--to replace the functional feature central to Bosco and DiPietro's…

Paper presented to the Fifth Rehovot International Conference on Science and Education in Developing States," Weizmann Institute of Science, Israel, August 1969. (VM)

Examines various kinds of linguistic and psychological information for their pertinence to the arrangement of grammatical information in teaching beginners in English as a Second Language. It is claimed that the psychological information on learning processes is as important as linguistic analysis of the target language. (Author/AMH)

Tests to discover the nature of the second language learner's language are discussed. Such tests are based on the assumptions that the development of the system of the foreign language in the learner follows certain regular patterns, and that the learner's grammar is essentially systematic at any stage of his learning. (RM)

Contrastive psycholinguistic analysis of second language acquisition was undertaken with bilingual students taught primarily in French and with bilingual students taught in both English and Spanish. Three types of contrastive comparisons are made on the results of production tests administered to students. (SW)

A study which presents evidence against the relevance of age and innate linguistic talent as significant variables in language learning. Arguments are given favoring the significance of psychological and sociological factors. A special talent for language learning probably exists; new research is needed to explore what it comprises. (AMH)