This paper explores the relationship of underlying phonological representations in nonnative speakers to their surface representations. (37 references) (JL)

Uses a quantified version of a syntactic acquisition hierarchy to compare syntactic development in second language learners to that of other components of grammar, particularly inflectional morphology. (CB)

Compares conversion, a morphological process by which a word formed without explicit derivational mark, to phenomenon of multifunctionality; discusses with reference to alternative label of zero-derivation and directonality. Drawing on English and Italian second-language acquisition data, study shows process is productive from initial stages of…

Describes an investigation of the differences and similarities existing between the intonation systems of French and English. The unity of the procedures described here is confirmed by an analysis of intonational errors made by English-speaking learners of French. (Author/VWL)

Examines three experimental studies deriving from contrastive analysis predictions and error analysis insights into deviances from expected target language forms. Each of these studies predate the Interlanguage hypothesis. (CB)

Discusses the treatment of idioms in language learning, specifically questions that need to be addressed when decisions are made on the role of idioms in language-learning programs. Particular emphasis is on the extent to which idioms present a particular source of misunderstanding and confusion for learners. (Author/VWL)

Although critical of some of the claims made for contrastive analysis in the past, this article treats contrastive analysis as a useful pursuit which can contribute to language learning. (FB)

This report discusses a study of a Norwegian six-year-old child's acquisition of English syntax in a second language environment. Interrogative and negative sentences which require periphrasis with "do" are the forms considered in the analysis. Although the formal aim of the study is limited to an effort at discovering more about developmental…

Shows that intermediate learners of German whose first language is English experience more semantic difficulties when reading an English text and more syntactic difficulties when reading a German version of the same text. A stronger emphasis on syntactic features, such as word category, agreement relationships, tensing, and word placement in the…

Examines the variable realization of the third person singular present tense by learners of English as a Second Language at elementary and intermediate levels of proficiency in unplanned discourse in South Africa. (35 references) (Author/CK)