This study examined the challenges faced by 19 Chinese senior high school English as a Foreign Language (EFL) teachers in designing communication activities. By closely examining the design features of the teaching activities employed in their classrooms, it was revealed that the majority of the observed activities lacked authenticity, a crucial…

Applied linguists have developed complex theories of the ability to communicate in a second language (L2). However, the perspectives on L2 communication ability of speakers who are not trained language professionals have been incorporated neither into theories of communication ability nor in the criteria for assessing performance on…

Speakers of a second language (L2), regardless of profciency level, communicate for specifc purposes. For example, an L2 speaker of English may wish to build rapport with a co-worker by chatting about the weather. The speaker will draw on various resources to accomplish her communicative purposes. For instance, the speaker may say "falling…

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school. We…

This paper reviews the research on second language acquisition and bilingualism conducted in Canada over the past decade (1970-79). The material on second language acquisition is presented under the followinq headings: approaches to second language instruction, individual differences and second language acquisition, and effects of second language…

It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. (PMJ)

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,…

A general model for second language learning is proposed in this paper. First, this model aims to describe different components (input, intake, integration, output) of the learning process in terms of the information (explicit/implicit, linguistic/sociolinguistic) to which the learner is exposed. Secondly, the model serves to identify the stages,…

The interlanguage hypothesis stresses that errors are a normal part of the language learning process. At the same time, in the view of many, the teacher has a responsibility to provide short cuts for the learner through appropriate corrective feedback. Conventionally, this has been taken to imply correction of expression by requiring repetition of…

It is possible to communicate effectively in a second language in spite of highly deviant pronunciation and grammar as long as messages are semantically coherent and message forms are reasonably appropriate. Until now, research in second language acquisition has focused principally on the processes through which non-native speakers move towards…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…