Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Reviews research on the use of the "T-Unit" as a measure of language ability, demonstrating that the measure has limited utility in the case of second language, since it bases itself solely on syntax and does not reward speakers for sophistication in such areas as vocabulary. (Author/CB)

A review of Hunt's research to find ways of measuring the growth of syntactic proficiency in American school children explores the possibilities of applying these measures to groups of British native and non-native speakers of English and developing them for use in teaching and testing. (Author/CB)

Explores the implications of the principles and parameters theory of Universal Grammar for language teaching. Classroom acquisition depends on the provision of appropriate syntactic evidence to trigger parameter setting, and certain aspects of vocabulary are also crucial. (33 references) (Author/VWL)

The methodology used to determine readability of English texts (cloze procedure and word lists) is not applicable to foreign-language material. Linguistic variables are proposed as the basis for readability formulas. Contrastive and error analysis are possible strategies. (JB)

Examines the role of redundancy, as a universal linguistic feature, in language learning and teaching. (Author/AM)

Describes a study of English writing by Norwegian English-as-a-foreign-language learners. Language problems on different linguistic levels are analyzed and the theory of compensatory strategies is used to explain the process behind the production. Results show that less proficient learners have a higher number of grammatical, orthographic, and…

Examines the morpho-syntax of task-based interaction and reports some possible grammatical consequences of interaction in split and shared information tasks undertaken by adult second language learners of English. Results indicate that communication tasks for language learning can be designed to influence the use of particular linguistic…