Within the research on bilingual learning, first studies have revealed that content learned in one language is retrieved more slowly when participants have to switch language from instruction to testing (i.e., language-switching costs, LSC). These costs are attributed to language-dependent knowledge representations. However, the cognitive…

Proposes a model of second language learning that accounts for discrepancies both in individual achievement and achievement in different aspects of language learning. (Author/AM)

Discusses the role of speed in second language learning, specifically the idea that speech in teaching leads to speed in learning. (Text is in French.) (AM)

Ten variables involved in learning a second language are listed and discussed and a bibliography on the subject given. (RM)

Examines the central characteristics of interlanguages that distinguish them from all other natural language systems. It is proposed that, since permeability presupposes an interlanguage norm which is relatively stable, we are forced to gather enough data to establish the overall level of linguistic competence of the learner. (Author/POP)

Based on Carol Chomsky's methodology, an attempt was made to investigate the sequence of acquisition of a set of complex English structures by adult second language learners. The results indicated a development pattern analogous to that reported by Chomsky for child native speakers. (MS)

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

This paper describes a preliminary study which focuses on the syllable structure of interlanguage and begins to identify some of the processes which shape that interlanguage. Adults learning English as a second language in a formal classroom situation were recorded as they described a series of pictures in English. Two subjects were native…

This paper presents a model for learning a second language developed on the basis of existing models for taxonomies of learning objectives. Three interrelated domains of language learning are examined: (1) the affective domain (willing), (2) the cognitive domain (thinking), and (3) the psychomotor domain (doing). An attempt is made to develop a…

A test was administered to 200 children (ages 6-15) who were learning ESL to study the relationship between age and the rate of learning. The results indicated that while the rate of learning English as a second language changes with age, the order of acquisition remains constant. (MS)

The longitudinal case study reported here provides some information about early stages of learning ESL and factors affecting language development. Comparison reveals striking similarities to first language acquisition sequences, and therefore a similarity in adult and child learning. (CHK)

In comparing the mechanism of a native language sound change and the acquisition of a second language phonology, it is concluded that individuals approach the learning and changing of phonology in a psycholinguistically unified way; the foreign language learner is fundamentally like himself as a native language changer. (Author/POP)

In this paper two questions are raised: (1) Is there any meaning to current research? (2) Is meaning important to the language acquisition process? It is necessary to explore the nature of research in general to evaluate what kind of research we are doing. This leads us to consider next the content of research on human learning and on the…

First language and second language learners have to learn through making mistakes. Foreign language learners do not have to learn, to anything like the same extent, in this way. Foreign language teachers should study students' mistakes in order better to understand how they are learning and mislearning. Teachers should try to avoid language…

Linguistic and psychological factors which bear on the concept of "intuitive thinking" are analyzed with respect to second language learning. Analytical thinking is considered as being logical, cognitive, and objective while intuitive thinking is considered to be creative, constructive, and non-analytical. Following a brief discussion of Piaget's…