A study examines the relationship among the variables of practice, instruction and performance of adult learners of English as a second language. It is concluded that formal instruction is the most important determinant of student performance at intermediate and advanced levels because it provides a structural environment for feedback. (Author/RM)

The stages of interlanguage, the speech of beginning second language learners as they progress toward second language fluency, are described. Examples are drawn from the speech of Spanish speaking students of English as a second language. The continuum of interlanguage development from native language forms to target language forms includes three…

The use of the term "strategy" in second language communication is discussed, and a typology of communication strategies is presented. Communication strategies are those systematic devices a second language learner uses in attempting to express precise meaning in the target language. Definitions of learning strategies and communication strategies…

This study investigates the theoretical plausibility and empirical validity of the assumption that all performance in a foreign language can be traced back to a single factor, the general language ability factor. The theoretical background of this hypothesis is reviewed in detail. The concept of a unitary linguistic competence, interpreted as an…

Reviews the relationship between linguistic theory and language teaching. The suggestion is made that a teaching approach should not be based completely on one theory, be it structuralist or generative. In selecting an approach, the teacher should draw selectively on various linguistic theories, on educational psychology, and on practical…

Argues that the second language acquisition process involves two models, providing complementary accounts of different components which could be combined. An integrated model is proposed that would carry the acquisition-learning distinction of the Monitor Model while including the Neurofunctional Theory, which uses the distinction to describe the…

Earlier version of this article was presented at the 43rd Annual Meeting of the Linguistic Society of America, December 28, 1968. (VM)

It is argued that three misconceptions about language learning have limited the utility of performance objectives in individualized second language instruction. These misconceptions--confusion between competence and performance, inadequate identification of linguistic elements, and assumption that linguistic elements correspond to learning…

Examines the Monitor Model of adult second language acquisition, and presents an alternate model that avoids difficulties inherent in the Monitor Model and that corresponds to contemporary language development theory. (Author/AM)

Progress that has been made in second language research in the last two years and future directions in the research methodology of second language studies are discussed. In order to examine the continuation and expansion of current research, the research reported by Schumann (1976) is compared with current research as represented by the titles of…

A study of non-native children's acquisition of communicative competence examined the child's construction of rules of conversation in the second language. The linguistic devices that children use to link up their utterances with those of another speaker, i.e., cohesion-creating devices that create textual unity, were focused upon. Repetition, one…

One of the several causal mechanisms for errors made by adult second language learners is interference from the native language. This paper attempts to account for the cognitive nature of interference by proposing two psycholinguistically based principles that will explain various types of production and perception errors made of second language…

Presents the results of a study of Francophone pupils in the French schools of Windsor, Ontario. The article gives examples of nonstandard features pervading students' French vocabulary and syntax and concludes that a hybrid vernacular may be emerging as a result of the Canadian sociolinguistic situation, creating a challenge to the teaching of…

The effects of a language versus a dialogue emphasis and a structured versus an unstructured follow-up in intensive language instruction were assessed using eighty-three students destined for missionary work in Spanish-speaking countries. A 2 X 2 analysis of variance design was employed, with students assigned to one of four treatments: language…

This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. The articles in the first text of the series, concerning background and…