Examines a number of ways in which the process of natural acquisition of American Sign Language (ASL) from competent adult and child users of the language might directly enhance the learning of English. The natural acquisition of ASL, contact signing, and fingerspelling may enhance English language literacy. (45 references) (MDM)

This article examines age-related variables (e.g., neurological, cognitive, affective) in the acquisition of a second-language phonology and discusses six evaluation and intervention issues, including mispronunciations as an indicator of either disordered speech or normal second-language learning, culture and language influences, and effective…

To study lexical knowledge relevant for school success, 40 monolingual Dutch and 40 bilingual Turkish 9 and 11-year olds were asked to explain the meanings of common Dutch nouns in an extended word definition task. Compared to the monolingual Dutch children, the bilingual Turkish children allotted less extensive and varied meanings to Dutch words.…

A Lehigh University project to develop interactive video materials for use in upper-level Russian language courses is reported. Russian film clips on laser disc are used to improve writing and speaking skills, stimulate students' critical thinking, and encourage students' collaborative learning. (Contains 23 references.) (Author/LB)

Analysis of 72 reports comparing first- (L1) and (L2) second-language writing indicate differences between L1 and L2 writing with regard to composing processing and features of written text. Implications for L2 and L1 writing theory, comparative writing research, and assessment, placement, staffing, and instruction are discussed. (Contains 77…

Describes the Multidimension Curriculum Model for developing a language curriculum and suggests a generic approach to selecting and sequencing learning objectives. Alberta Education used this model to design a new French-as-a-Second-Language program. The experience/communication, culture, language, and general language components at the beginning,…

Discusses how computers have fundamentally changed the nature of the college language laboratory, examining specific computer programs and computer-based tools and systems. Computer-based language instruction will allow more individualized instruction, give students more control over what and how they learn, and expand the study of foreign…

Comparison of the listening comprehension of second language learners completing three different prelistening activities after one and two exposures to a passage shows that scores for subjects completing the question preview activity were higher than for subjects completing the filler activity and that additional exposure improves comprehension.…

Examines how technology aids the interactional orientation of Communicative Language Teaching (CLT) by focusing on two major aspects of CLT that promote interaction: (1) the realistic use of language and (2) a learner-centered emphasis. A balanced use of technology is emphasized in order not to overwhelm the language program. (56 references) (CK)

Examines why businesses need languages and in which contexts. This research encompassed an examination of published material; a questionnaire administered to officials in a service company, a manufacturing firm and a chemical company; and interviews with executives in these companies. Business people believe that language learning should begin…

Emphasizes the need for students to develop their editing skills. This article suggests that teachers and students should concentrate on major error patterns, and teachers should personalize editing instruction. Attention should also be given to the most frequent and glaring errors. Students who followed this editing approach significantly reduced…

The English compositions of two groups of Hong Kong secondary school students learning English as a Second Language were compared. Results found that students who used computer word processors, on the whole, wrote better compositions than students who used pen and paper. (46 references) (MDM)

Examines hypotheses concerning the appeal of three types of feedback in the second-language writing process: teacher-, peer-, and self-directed feedback. Results show that students overwhelmingly prefer teacher feedback to peer feedback. (Author/CK)

Examination of the development of form/function relations of the prepositions "por" and "para" at different levels of proficiency in the interlanguage of study-abroad students in Granada, Spain, revealed "noncanonical" as well as "canonical" uses of these prepositions. The most common noncanonical uses were…

Examined student attitudes toward a 10-week "taster" course in Hindi offered in a language awareness program at a Coventry, England, secondary school. It was found that the course stimulated enthusiasm for language learning and provided students with a greater understanding of Indian culture. (one references) (MDM)