Draws on constructs of "mediation" from sociocultural theory and "mode continuum" from systemic functional linguistics to investigate how student-teacher talk in a content-based classroom contributes to learners' language development. Shows how teachers mediate between students' linguistic levels in English and their…

Argues that it is time to begin integrating models of second-language (L2) research, to test and develop integrated models for L2 data, and to develop integrated explanatory theories to explain these data. (22 references) (JL)

Evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence. Data is presented that suggests that the classroom can be used simultaneously as a formal and informal linguistic…

A remedial approach involving review, contrast, and re-review for remedying second language learners' errors is suggested. (RM)

A review of research finds considerable evidence that second language instruction is beneficial (1) for children as well as adults; (2) for beginning, intermediate, and advanced students; (3) on integrative as well as discrete-point tests, and (4) in acquisition-rich as well as acquisition-poor environments. Implications for theory and instruction…

A longitudinal study of the acquisition and use of the English sound system by Japanese learners of English is reported. The variability model of sociolinguistics is used. (Author/RM)

A study is reported investigating whether reported sequence of acquisition of grammatical morphemes for second language learners would be found to exist in tasks other than that requiring speech production. (Author/RM)

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in May 1972. (RS)

Research was carried out on Japanese children in the United States to test the hypothesis of early age sensitivity in second language learning. The results did not support this hypothesis. Acquisition proceeded at a fast rate initially, but the amounts of gain diminished with time. (CFM)

Explores the requirements for a general theory of second language learning that accounts both for the fact that people can learn more than one language and for the generalizable individual differences that occur in such learning, and considers the formalization and testing of such a theoretical model. (Author/CB)

Reviews the theoretical foundations of current-second language acquisition models. Draws upon this research as well as upon various studies of memory and verbal-input processing to present a theoretical model of adult second language comprehension. Discusses the implications of comprehension theory for second-language teaching. (Author/SED)

Paper presented at the TESOL Convention, March 1971, in New Orleans, Louisiana. (DS)

Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana. (VM)

Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana, based on a study supported in part by a University of Hawaii Curriculum Development Grant. (VM)