A discussion of the ease or difficulty of learning vocabulary words in a second language looks at a variety of issues in second language instruction. Research on factors in vocabulary learning is discussed, focusing on such factors as similarity in form and morphology, deceptive morphological structure, different syntactic patterning in the native…

The strategy of "transfer" of native language (NL) items into target language (TL) expressions is considered here to be an active learner strategy dependent on the learner's notion of "distance" between the NL and the TL. Some NL items will be more liable to transfer than others to the extent that they are believed to be less…

Affective learning activities (ALA) are essential in foreign language learning. Although the cognitive domain is essential for learning to take place, lesson content is more interesting when it springs from the affective domain of the learner. Specific strategy models to facilitate the release of the learner's affective domain are suggested. (CLK)

An approach to foreign language instruction that emphasizes language acquisition rather than learning will emphasize the development of listening comprehension even at the expense of oral production, since research has shown that the latter does not suffer where the former is fostered. This approach tends to reduce the restrictive workings of the…

This volume on second language learning contains the following eleven articles: "The Contrastive Analysis Hypothesis," by Ronald Wardhaugh, "Students' Errors and the Learning of French as a Second Language," by Magdelhayne F. Buteau, "Error Analysis and Second Language Strategies," by Jack C. Richards, "Induced Errors," by Nancy Stenson, "Global…

ERRORS (NOT MISTAKES) MADE IN BOTH SECOND LANGUAGE LEARNING AND CHILD LANGUAGE ACQUISITION PROVIDE EVIDENCE THAT A LEARNER USES A DEFINITE SYSTEM OF LANGUAGE AT EVERY POINT IN HIS DEVELOPMENT. THIS SYSTEM, OR "BUILT-IN SYLLABUS," MAY YIELD A MORE EFFICIENT SEQUENCE THAN THE INSTRUCTOR-GENERATED SEQUENCE BECAUSE IT IS MORE MEANINGFUL TO THE…

Second language learning research suggests the existence of a theoretical device (a monitor) that can examine an utterance for grammaticality and appropriateness. The monitor theory gives insight into the process that native language speakers follow in learning to write their own language. The monitor can be developed consciously (learning) or…

A research project is described which, using Gardner and Lambert's scales plus 10 other instruction-related items, sought: (1) to examine the stability of attitudes, as changes might occur from the beginning of a course to its end; (2) subsequently, to draw inferences as to the impact that a German language and/or culture course might have on…

This paper describes a method of corrective phonetics based on perceptual phonetics, because it is in this area that contact with a foreign language is first established. Methods of correcting phonetic perception by frequency manipulation (using the frequency selector "SUVAG-Lingua") within the framework of the verbo-tonal method of…

Pedagogical implications of transfer of training theory and of an assumed universal grammar, as related to second language learning processes, are reviewed in this article. In recent years, the concept of a universal grammar has lost its credibility. The author urges, however, that grammar be conceived as a process or method of generating or…

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)

A review of literature regarding the communicative approach to language teaching discusses achievements and problems with this approach, language learning and the social self, speech and cognition, and reactive and proactive initiative. The need to develop language learning environments which will enhance proactive initiative and self-reliance in…

Examines Krashen's Monitor hypothesis (claiming that no interface exists between acquisition and learning) and finds it inadequate due to the over-restrictive conditions necessary for its use. Alternative acquisition theories and ways in which to monitor under less restrictive conditions are also examined, and a communicative trigger is proposed…

A discussion of the work of Lev Vygotsky in the field of cognitive development focuses on how the Vygotskian concepts of internalization and mediated knowledge are crucial to the development of both learner and teacher autonomy in second language instruction. Focus is on theory, with empirical studies used as illustration. First, the Vygotskian…

The discussion of the role of verbal interaction in second language learning focuses on the process the learner undergoes in acquiring linguistic knowledge in a second- or foreign-language (L2) situation. The introductory section provides a general discussion of language learning and the acquisition of both linguistic and non-linguistic knowledge.…