A study of the functional aspects of Wernicke's and Broca's areas of the cerebral cortex and their relationship to second language learning and ability. Some implications are drawn regarding second language teaching and methodology. There seems to be a relationship between methodology and the neurological mechanism used by students. (AMH)

Research on error analysis indicates that the learner develops an ordered system of language which is frequently erroneous, but which represents a transitional stage in his progress towards mastery. A brief analysis of some textbooks provides information about the selection and presentation of material to the learner. (SW)

This article describes a series of experiments concerning the relationship between cognitive processes and learning a second language. Similarities and differences between first language acquisition and second language learning by children and adults are discussed. (CFM)

Records an interview with Pit Corder, retired chair of Applied Linguistics at the University of Edinburgh, in which he reflects on the implications for language teaching and learning of recent research into second language acquisition and language transfer, as well as on the status of applied linguistics in the mid-1980's. (Author/SED)

Examines assumptions about second language acquisition by means of the anatomical model described in Part 1 of the study (see vol. 6, no. 2 of this journal). The analysis shows that the assumptions are rooted in the Direct Method and that they retard learning. Implications for second language instruction are noted. (SED)

Investigates the nature of those portions of foreign language lessons in which teacher and students focus on the linguistic code rather than on content, that is meta talk. The focus is on scaffolded constructions and norms for meta talk. Examples and analyses are from lessons in Danish secondary schools. (SED)

Discusses the concept of learner strategy in relation to language learning. Proposes that these strategies can be subdivided into four categories: strategies for coping with target language rules, strategies for receiving performance, strategies for producing performance, and strategies for organizing learning. Stresses the encouragement of the…

The intermediate competence of adult second language learners is qualitatively different from native speaker competence. Learning strategies are constants in the diachronic modifications of learner competence. A study of the acquisition of interrogatives in French reveals limited strategies and the heterogeneity of linguistic models needed to…

Discusses the results of the administration of the SLOPE test, a measure of oral production, to 66 adult speakers of English as a second language. (Author/RM)

The Language Gap'' refers to the gap between the total number of governmental positions overseas and the number of linguistically qualified personnel holding them. (DD)

Article examines the problem of individualizing the instructional sequence so that the learning of a second-language vocabulary occurs at a maximum rate. (Author)

Earlier version of this paper was read at the Second International Congress of Applied Linguistics, Cambridge University, Cambridge, England, in September 1969. (VM)

Replies to McLaughlin's (l978) critique of the Krashen (1975, 1977) Monitor Model of language learning, presenting rebuttals to major attacks, followed by a discussion of minor issues. (AM)

Reports on an experiment designed to reveal how the learner's passive foreign language vocabulary is built up, what role the context plays, what kinds of learning strategies are involved, and whether a false competence results from these strategies. (IFS/WGA)