Cross-situational word learning (XSWL) tasks present multiple words and candidate referents within a learning trial such that word-referent pairings can be inferred only across trials. Adults encode fine phonological detail when two words and candidate referents are presented in each learning trial (2 × 2 scenario; Escudero, Mulak, & Vlach,…

In order to investigate the internal factors present in the interlanguage of learners of English as a foreign language, a qualitative research study was implemented to analyze the written productions of college students. The main objective of this case study was to identify the type of errors the students made and suggest the cognitive reasons…

This pilot study looks at the effect of learning second language vocabulary with gesture. Specifically, this current study asks whether researcher-instructed or student-constructed gestures are more effective. Depth of processing theories (Craik and Lockhart 1972) as well as more recent educational frameworks like ICAP ("Interactive,"…

To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China's key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners' autonomy in vocabulary acquisition will effectively…

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between…

An analysis of gender attribution in native and second-language French acquisition shows how learners can develop explicit models of acquisition and explores the nature of the cognitive processes involved in encoding representations of acquired language. (105 references) (Author/CB)

A distinction is drawn between representational and processing models of second-language acquisition. The first approach is derived primarily from linguistics, the second from psychology. Both fields, it is argued, need to collaborate more fully, overcoming disciplinary narrowness in order to achieve more fruitful research. (GLR)

The concept of second language (L2) learning strategies fits well into the theoretical framework of interlanguage. In interlanguage, learning is not defined exclusively with reference to the target language norm, and the use of native language transfer strategies, among other things, is seen as a natural step in the progression toward the target…

Explores the few studies that compare the psycholinguistic processes characterizing second language acquisition in the classroom and native-speaking environments. A description of a study that found that, although intermediate Spanish students extensively monitored language usage in both environments, their monitored knowledge was still quite…

Most advanced second language (L2) learners find continued vocabulary growth to be one of the most difficult areas in second language learning, and vocabulary acquisition has not received little attention by researchers. As a result, no unified theory of L2 vocabulary acquisition exists, although the literature contains ample advice on how to…

Defines language transfer as a psycholinguistic procedure by which second language learners activate prior knowledge in developing or using their interlanguage. A functional differentiation of language transfer is proposed, according to its activation in learning, reception, and production. (Author/LMO)

Discusses recent trends in the field of adult language instruction in which the focus is on the individual. Individual learning strategies are discussed, with emphasis on formal practice, functional practice, inferencing, and monitoring. It is noted that adults need help in overcoming the insecurity they feel in foreign language learning. (PJM)

Reviews factors influencing reversals of expectations for language-learning outcomes. This article touches on psychological and neurological data regarding individual differences in language-learning mechanisms and focuses on cross-linguistic psycholinguistic analysis that indicates that different target languages offer a wide variety of learning…

At irregular intervals, beginning in 1977, Swedish-Finnish conferences on contrastive and applied linguistics have been arranged in Stockholm and Turko/Abo. This volume presents most of the papers given at the 1982 conference. Papers include: "Free Recall of Mixed Language Lists. Error Patterns in Bilingual Memory" (Karin Aronsson, Anja Metsola,…

It is proposed that in studying the development of children's speech, the findings in the data are heavily influenced by what is expected to be found on the basis of our theoretical preconceptions. This phenomenon is actually more widespread than has previously been acknowledged, and our expectations about how children learn language may have to…