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In the current debate about the development of language in children, the author agrees with those psycholinguists who emphasize the role of "imitation followed by analogical extension." That is to say, that if there are inborn discovery procedures for the acquisition of language, they are distributional rather than transformational in nature. On the basis of observations of monolingual and bilingual children, the author feels that "the memorization of a fixed linguistic model associated with a constant non-linguistic behavior is at the root of the child's language acquisition." It is, therefore, open to question whether children acquire language by forming rules of a transformational type. The example of language learning ability in brain damaged or retarded children would indicate that language is acquired primarily through imitation, analogy, and substitution processes rather than by rule learning. It follows from this argument that children interpret ambigious sentences by a process of tentative substitutions to test co-occurrence and distribution restrictions rather than by successively applying two different grammatical rules. It is also felt that it is pointless to construct grammars out of and for children's utterances.(JD)

publikowane w formule Open Access ; streszczenie w języku angielskim ; artykuł w: New Horizons in English Studies. 2 (2017), s. 17-24

This study seeks to identify how proficiency in English as a first language (L1) influences proficiency in American Sign Language (ASL) as a second language (L2), and how this relationship may be mediated by non-verbal working memory. The study will take advantage of online recruitment and testing to enroll deaf adults who grew up primarily using English and started learning ASL between age 14 and 30 (n ≥ 75). Participants will complete measures of English reading comprehension (PIAT-R NU), ASL receptive comprehension (ASL-CT), non-verbal working memory (backwards Corsi block-tapping task), and nonverbal IQ (KBIT-2). They will also complete a survey assessing their demographic and linguistic background. The results are expected to show positive relationships between L1 English reading comprehension, non-verbal working memory, and L2 ASL receptive comprehension. A possible mediation of the effect of L1 English reading comprehension on L2 ASL receptive comprehension by non-verbal working memory will be explored, given enough of an effect size in the aforementioned relationships. The results will be of theoretical significance to studies of L2 acquisition and of practical application for parents and educators who are raising or working with deaf and hard of hearing people.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

The study researches Finnish (L1) and English (L2) language learning cross-linguistically throughout the first and second grades. Additionally, the research examines how students’ attitudes towards language learning and motivation to learn are related to learning to read and comprehend the Finnish and English languages.

This document reviews the major trends of thought concerning first and second language acquisition, in an attempt to trace a sequential history to second language teaching methodology today. The contributions of the behaviorist and nativist schools of thought are examined in particular, and two major issues are focused upon: (1) the origins of second language teaching methodology and the way it is evolving; and (2) the implications for language teachers of historical and current thought concerning language motivation and crucial factors in the acquisition of language skills. (Author/CLK)

This document reviews the major trends of thought concerning first and second language acquisition, in an attempt to trace a sequential history to second language teaching methodology today. The contributions of the behaviorist and nativist schools of thought are examined in particular, and two major issues are focused upon: (1) the origins of second language teaching methodology and the way it is evolving; and (2) the implications for language teachers of historical and current thought concerning language motivation and crucial factors in the acquisition of language skills. (Author/CLK)

This document reviews the major trends of thought concerning first and second language acquisition, in an attempt to trace a sequential history to second language teaching methodology today. The contributions of the behaviorist and nativist schools of thought are examined in particular, and two major issues are focused upon: (1) the origins of second language teaching methodology and the way it is evolving; and (2) the implications for language teachers of historical and current thought concerning language motivation and crucial factors in the acquisition of language skills. (Author/CLK)

This document reviews the major trends of thought concerning first and second language acquisition, in an attempt to trace a sequential history to second language teaching methodology today. The contributions of the behaviorist and nativist schools of thought are examined in particular, and two major issues are focused upon: (1) the origins of second language teaching methodology and the way it is evolving; and (2) the implications for language teachers of historical and current thought concerning language motivation and crucial factors in the acquisition of language skills. (Author/CLK)

The acquisition of Spanish as a first language was investigated in a study of eight Puerto Rican children ranging in age from 17-39 months. The speech of the four children studied in Puerto Rico was analyzed in detail and compared with that of the four children taped in Boston. The children's speech was taped in natural situations and analyzed in terms of the accuracy and complexity of the verb system. A common developmental pattern for the acquisition and appearance of the verb system was observed. For most of the children, repetitions seemed to influence verb system development. In comparison with the Boston group, the Puerto Rican group showed more diversity in developmental patterns. In general, the Puerto Rican children were more similar to the Boston children (individually) than to one another. (Author/RW)

Event Date: 28 February 2011 18:30 – 20:00 G02 Birkbeck College, 43 Gordon Square LONDON WC1E   Importance of Being Human A series of lectures from the School of Social Science, History and Philosophy SSHP…

Noting the importance of language acquisition for children's physical, social, and cognitive development, this paper discusses first- and second-language acquisition in children. After providing background on second-language acquisition, the paper discusses the controversy surrounding bilingual education programs. The paper then explores what is known about language learning, noting that in both first- and second-language acquisition, a stimulating and rich linguistic environment will support language development. The paper concludes with a discussion of factors that contribute to students' academic success, including using students' first language to provide academic instruction for as long as possible and using an active discovery approach to teaching and learning. (Contains 37 references.) (Author/HTH)

The process of first and second language acquisition is the subject of this training module. It guides trainers through the activities and lessons necessary to familiarize administrators, teachers and other school staff with the processes a non-English speaking student goes through during the acquisition of English as a Second Language. Nine activities are described and materials, including nine transparency masters and four handouts, are contained within the module. A background reading assignment for presenters consists of a chapter from "Bilingual Education: A Sourcebook" (Alba Ambert, Sarah Melendez). Goals for the participants are the following: (1) to become familiar with the nature of language and language proficiency; (2) to become familiar with the processes for acquiring the first and second languages and the interrelationship between the two; (3) to become familiar with the English-as-a-Second-Language categories; and (4) to acquire strategies for placing limited English proficient students in the appropriate level and program of instruction. The suggested time for completion of the module is 3 hours. Eight more training modules and three technical assistance modules related to desegregation and equity are available. (VM)

The process of first and second language acquisition is the subject of this training module. It guides trainers through the activities and lessons necessary to familiarize administrators, teachers and other school staff with the processes a non-English speaking student goes through during the acquisition of English as a Second Language. Nine activities are described and materials, including nine transparency masters and four handouts, are contained within the module. A background reading assignment for presenters consists of a chapter from "Bilingual Education: A Sourcebook" (Alba Ambert, Sarah Melendez). Goals for the participants are the following: (1) to become familiar with the nature of language and language proficiency; (2) to become familiar with the processes for acquiring the first and second languages and the interrelationship between the two; (3) to become familiar with the English-as-a-Second-Language categories; and (4) to acquire strategies for placing limited English proficient students in the appropriate level and program of instruction. The suggested time for completion of the module is 3 hours. Eight more training modules and three technical assistance modules related to desegregation and equity are available. (VM)

Acquisition in general and first language acquisition in particular is a very complex and a multifaceted phenomenon. The way that children acquire a language in a very limited period is astonishing. Various approaches have been proposed so far to account for this extraordinary phenomenon. These approaches are indeed based on various philosophical positions that might have quite different underlying assumptions. In the present paper, major approaches to first language acquisition, i. e., empiricism and nativism are reviewed and critically evaluated.

Although Mandarin Chinese is a topic-prominent language, it is shown that young children acquiring Chinese as their first language access the concept of grammatical subject as well as that of topic. A total of 95 children aged 2-5 years acquiring Mandarin Chinese as their first language were tested on sentences involving equi-constructions. It was hypothesized that if children were sensitive to the presence of a grammatical subject, they would distinguish topic and subject in the equi-constructions. The results confirmed that Chinese children distinguish the concepts of subject and topic and that they access the grammatical category of subject as well as the semantic category of topic. It is concluded that even for a highly topic oriented language like Chinese, children acquiring a first language have some sensitivity to formal grammatical concepts as well as semantic or pragmatic ones. (RW)

The main concern of this subject of research study a bit further was the correlation between FIRST LANGUAGE GRAMMATICAL PROFICIENCY ON SECOND LANGUAGE ACQUISITION (INGLES / SPANISH). This study was implemented in a pre-selection of students and directors of these schools, First language and Second language. Students and Directors selected homogeneously in terms of their efficiency level English, sex and age. We attended Public High School and was shown the same material as these we gave the same number of hours of instruction for the realization of the evaluation. Two grammatical proficiency tests (Spanish and English) a background questionnaire were administered also to the directors of the school. The statistical analyses including descriptive statistics and Spearman; whose correlation was observed a significant correlation between the bilingual First language grammatical proficiency level and Second language grammatical proficiency level. Finally the implications of the results are discussed as they relate to educational programs. And they showed some improvements in the education system that they put into practice in both the First level and the Second level of grammatical competence.

The main concern of this subject of research study a bit further was the correlation between FIRST LANGUAGE GRAMMATICAL PROFICIENCY ON SECOND LANGUAGE ACQUISITION (INGLES / SPANISH). This study was implemented in a pre-selection of students and directors of these schools, First language and Second language. Students and Directors selected homogeneously in terms of their efficiency level English, sex and age. We attended Public High School and was shown the same material as these we gave the same number of hours of instruction for the realization of the evaluation. Two grammatical proficiency tests (Spanish and English) a background questionnaire were administered also to the directors of the school. The statistical analyses including descriptive statistics and Spearman; whose correlation was observed a significant correlation between the bilingual First language grammatical proficiency level and Second language grammatical proficiency level. Finally the implications of the results are discussed as they relate to educational programs. And they showed some improvements in the education system that they put into practice in both the First level and the Second level of grammatical competence.

Free speech samples and aural cloze test scores were collected from 24 Spanish-surnamed children at the beginning of first grade. The children were members of two classrooms, and each class received instruction from a Spanish-speaking bilingual teacher and an English-speaking monolingual teacher. The children were learning to read in Spanish and English. Spanish and English speech samples, which represented stories formulated by the children from picture books without words, were scored for grammaticality, verb tenses and sentence transformations. The scores were subsequently grouped into high, medium and low language control categories. Spanish and English cloze tests, administered in oral form, were scored for exact matching, appropriate synonyms and retention of appropriate syntax or meaning. A high relationship appeared to exist between the ability to perform predicting tasks, such as the cloze, and high control of language. When these language tasks were compared with teachers' estimates of reading success, a similar relationship existed; i.e., children with high or medium control of Spanish or English were more likely to be reading than children with low language control. Those children who showed adequate control in both languages were reading in both languages. Some children with high control in one language were learning to read in both languages. (Author/CFM)

Will participation in a Dual-Immersion program increase students English language literacy compared to their mainstream classroom peers? Literacy scores on the DIBELS and WIDA Access were assessed over two years for 144 students to see if English Language Learners (ELL) are having more success in English literacy acquisition than their mainstream classroom ELL peers and English natives in the Dual-Immersion program compared to their mainstream classroom peers. During the two years students in the Dual-Immersion program were taught half of their day in Spanish and half in English. Their mainstream classroom peers were taught completely in English. For the class of 2021 there is no pretreatment difference for any groups except for Dual ELL compared to Dual English natives, for PSF p = 0.020 and WUF p = 0.000. For the class of 2022 there was no pretreatment difference between any groups except for Dual ELL compared to Dual English natives, Dual ELL students were behind their native English speaking peers on every assessment on the DIBELS. For both the class of 2021 and 2022 there were no consistent significant differences between classes except for Dual ELL compared to Dual English natives. For the class of 2021 on post treatment assessment there was still significant difference in PSF p = 0.027 and WUF p = 0.002. For the class of 2022 pretreatment assessment showed significant difference on every assessment piece of DIBELS; in post treatment assessment there was still significant difference in ISF p = 0.004, LNF p=0.026, PSF p = 0.044, WUF p = 0.001 and ORF p = 0.024. Based on the results the Dual Immersion program is showing successful because there are not significant differences across grade levels. It is however, not decreasing the gap between ELL and English natives within the Dual Immersion program.

In an attempt to understand and explain first language (L1) acquisition and second language (L2) acquisition scholars have put forward many theories. These theories can aid language teachers to understand language learning and to assist their students in their language learning process. The current paper will first look at the similarities between the L1 and L2 acquisition. Then, the differences will be outlined. In the last part of the paper the implications of these findings for foreign language teachers will be discussed.

FIRST LANGUAGE ACQUISITION LEVEL3. UPLOADED BY:ABU IBRAHEEM

FIRST LANGUAGE ACQUISITION LEVEL3. UPLOADED BY:ABU IBRAHEEM

Scholars from varied disciplines--first language (L1) acquisition, second language (L2) acquisition, composition research, and cognitive psychology--have found a high level of permeability in their search for more effective classroom models of writing instruction. Among the most influential work in this area has been Stephen Krashen's theory of L2 acquisition. Krashen makes a distinction between language learning--involving conscious knowledge of rules--and acquisition, a subconscious process. Cognitive psychologist Jerome Bruner added to Krashen's theory by emphasizing language acquisition as a necessity for thinking and achieving the highest levels of cognitive development. Also influenced by Krashen's work, Alice Horning formed a theory of writing development which states that for basic writers, academic written English is a second language. Other research--such as the work of Jim Cummins, Janet Emig, and the Bullock Report--shows the increasing overlap of research in L1 and L2 acquisition, language and thought, language and learning, and language and writing. Process writing techniques, reflecting this research, utilize natural language settings which develop communication, which in turn facilitates acquisition. Furthermore, methods that promote writing development necessitate student-centered environments which lower anxiety, increase levels of confidence, and provide natural language contexts based on meaningful communication for both L1 and L2 writers. (Twenty-four references are appended.) (MM)

This is a quarterly report of a project involving the analysis of the language of four Puerto Rican children living in the Boston area who are learning Spanish as a first language. The children, all male, ranged in age from 17 months to 37 months during the period of study. All had some contact with English. The data were transcriptions of spontaneous conversation between the researcher and each child. The analysis was of: (1) the order of acquisition of Spanish verb forms, and (2) the influence on the acquisition of the child's repetitions of verbs spoken previously in conversation by the adult. Errors in the children's verb systems were similar. For all, the form used in more inappropriate contexts was the third person singular. It seems that this is the basic form. Two assumptions were made about the nature of repetitions: (1) the child determines what s/he will repeat; and (2) the adult's model is not appropriate or inappropriate by itself; rather its appropriateness depends on the subject the child uses in his/her subsequent utterance, which is determined by the child. The same questions will be addressed in a subsequent study in Puerto Rico. (AMH)

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Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified. [This paper was presented at the 8th International Conference on Practical Linguistics of Japanese at the National Institute for Japanese Language and Linguistics, and was published in "Journal of Japanese Linguistics," v30 p7-14 2014.]

This collection of papers is from a conference held at Odense University, Denmark on recent research in language acquisition in children. Following an introduction by the editors, it contains the following papers: "Development in a Connectionist Framework: Rethinking the Nature-Nurture Debate" (Kim Plunkett); "Experimental Evidence on the Acquisition of Past Tense Inflection in Danish, Icelandic and Norwegian Children" (Hrafnhildur Ragnarsdottir, Hanne Gram Simonsen, and Dorthe Bleses); "Signifying Subjects" (Chris Sinha); and "Speaking versus Writing--An Experimental Approach to Narrative Discourse Production" (Sven Stromqvist). (NKA)

This report describes the first year of a 3-year transitional bilingual program for Chinese, Japanese and Korean middle school students in the Torrance Unified School District. The program focused on four specific areas: student instruction, staff development, materials, and parent involvement/education. Project students, once identified, were served by a school staff that included English as a Second Language, social science and science teachers, and bilingual instructional assistants. Students were tracked in the areas of retention, attendance, and placement in special programs, and records of student work were kept. Materials had been located, developed, or were under development for all languages, and staff underwent specialized inservice training. Certain objectives of the program, however, had not been attained--more progress was needed in the areas of cultural events, increasing and measuring student self-esteem, and informing parents of school activities. (JL)

The interaction between theoretical linguistics and language teaching has historically been problematic. This interaction is viewed here from the standpoint of educational linguistics, which is the intersection of linguistics and related language sciences with formal and informal education. The issue is the relevant educational problem that knowledge about language acquisition could help solve. To this end, three related questions from the fields of psycholinguistics and language acquisition are investigated: (1) What is the normal course of the development of language in an individual? (2) Given the normal range of individual variability in the development of communicative competence, what factors account for this variation? (3) Which of these factors are susceptible to control by an educational system? It is felt that the answers to these questions are basic to language education, since they both set its limits and suggest the kind of intervention that might permit helping each individual. (CLK)

This bibliography is divided into three sections. The first section lists bibliographies relevant to first-language acquisition. In the second section, books pertaining to first-language acquisition and to language in the classroom situation are cited, while the third section lists two periodicals in the same areas. Entries include both American and European publications, and most have been published since 1970. (CLK)

This bibliography is divided into three sections. The first section lists bibliographies relevant to first-language acquisition. In the second section, books pertaining to first-language acquisition and to language in the classroom situation are cited, while the third section lists two periodicals in the same areas. Entries include both American and European publications, and most have been published since 1970. (CLK)

This bibliography is divided into three sections. The first section lists bibliographies relevant to first-language acquisition. In the second section, books pertaining to first-language acquisition and to language in the classroom situation are cited, while the third section lists two periodicals in the same areas. Entries include both American and European publications, and most have been published since 1970. (CLK)

This bibliography is divided into three sections. The first section lists bibliographies relevant to first-language acquisition. In the second section, books pertaining to first-language acquisition and to language in the classroom situation are cited, while the third section lists two periodicals in the same areas. Entries include both American and European publications, and most have been published since 1970. (CLK)

This paper is essentially a critical survey of different theoretical approaches to child language in general and to child phonology in particular. The author states her own conviction that language acquisition is different from language retention, that language acquisition is a non-unique process consisting of a multiplicity of devices, that language is essentially habit behavior, that phonology represents a separate language level, and that hearing is not conditioned by articulation. In considering various other theories of the child's acquisition of phonology, the author questions the theoretical foundations of much psycholinguistic research. She is especially concerned that psychological facts and measurements be kept separate from linguistic ones and warns against a tendency which she finds among many researchers to identify method with subject: "The fact that a linguist is able to organize his linguistic data into a coherent system does not necessarily mean that an infant acquires, stores or recalls these data in the same manner as evolved by the linguist." She feels that a great deal more research must be done and that much more empirical evidence, especially in the way of quantitative information, is needed before valid theories can be formed. (FWB)

The author considers controversial psycholinguistic problems in the study of first and second language acquisition, raising such questions as whether all children learn language in the same way, and whether all languages are learned in the same way. Her observations, based partially on observing her own bilingual child, suggest that the cenematic (phonological) and plerematic (morphological) levels are acquired independently of each other, and ought to be investigated separately. Individual differences in language learning procedures exist, and show up in much the same way when a foreign language is acquired. Parallelism during the "telegraphic" stage in Italian, Russian, and English-speaking children is a universal concept formation, rather than syntax. It appears most likely that a child's language development is conditioned by his cognitive development and is therefore primarily semantic rather than syntactic. The maturation curve during which the child acquires his language at the same time he expands his cognitive powers is different from the mental process of second language learning, and raises the question of dominance in bilingual children. (The author discards the concept of co-ordinate versus compound bilingualism.) The memorization of a fixed linguistic model, associated with a constant non-linguistic behavior, is at the root of the child's language acquisition. (AMM)

This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school); 7- 9 years (grades 1-3); and 10-12 years (grades 4-6). Results of the survey-questionnaire showed that the iPad is more effective in helping young children in language learning than older children in grades 1-3, and in grades 4-6 respectively. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic; 21.88% use Arabic Alphabet apps to learn; 15.6% use apps to learn the Quran; 12.5% use apps to learn numeracy and arithmetic; and 12.5% use animal apps. The iPad helps kindergarten children to learn the alphabet, numbers, names of animals, colors, fruits, seasons, and continents. They learn from apps, from games, cartoons, movies, nursery rhymes, stories, and flash cards. The iPad helps children focus on and engage in learning because the apps are interactive and use color, animation, audio, and video. Negative effects of the iPad on language learning include learning bad language, bad handwriting and some children no longer read print books. Most parents supervise their young children but not older children while using the iPad. The article reports the results in detail and gives recommendations for better use of the iPad.

This action research project was carried out in order to identify the role of first language in the second-language classroom. This study was conducted in a Colombian international school with an English immersion program for kindergarten students attending their first year of school. The purpose of this study was to identify if the use of the mother tongue in the classroom increases comprehension and facilitates the second language acquisition process. Two lesson plans were designed: the first one using only English as the language of instruction, and the second one using both languages, Spanish and English. The results demonstrate that students do benefit from the use of the first language in the classroom, transferring concepts from their mother tongue to the new language.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with the following topics: the role of crib talk in language acquisition; syntactic parsing strategies; a case study of the first use of words; how two modes of literature presentation affect oral language development; children's cognition and acquisition of selected syntactic structures; language use in constructing/testing social scientific theories; the functions of language in discussions; visual literacy as a factor in language development; form and function as a basis for referential development in children; discriminating synthetic speech sounds; assessing secondary school students' knowledge of prefixes; language within power relationships; a flexible child-talk code; developing spatial and syntactic transformations; the acquisition of five syntactic structures by elementary school children; the developmental relationship between comprehension and production of grammatical morphemes in preschool children; how preschool children sequence narrative events; classifying preschool children's uses of meaningful language on selected conceptual tasks; maternal self-repetition and child feedback; and the mastery of specific conjunctions by elementary school children. (RL)

This introduction to second language learning is intended to provide language teachers with basic information on relevant principles and processes. After an introductory chapter, the second chapter looks at traditional beliefs about language learning, including those concerning transfer of first-language knowledge to the second language, the role of practice in language skill development, language content taught, error correction, and relative emphasis on grammar and communicative competence. The third chapter focuses on interlanguage, the process of construction of the target language in the learner's mind, and the stages of interlanguage development. A transcript of utterances (appended) provides concrete examples. Chapter four reviews research on the teachability of language content at various stages of second language learning. The final chapter draws conclusions for classroom practice. Contains 8 references. (MSE)

This introduction to second language learning is intended to provide language teachers with basic information on relevant principles and processes. After an introductory chapter, the second chapter looks at traditional beliefs about language learning, including those concerning transfer of first-language knowledge to the second language, the role of practice in language skill development, language content taught, error correction, and relative emphasis on grammar and communicative competence. The third chapter focuses on interlanguage, the process of construction of the target language in the learner's mind, and the stages of interlanguage development. A transcript of utterances (appended) provides concrete examples. Chapter four reviews research on the teachability of language content at various stages of second language learning. The final chapter draws conclusions for classroom practice. Contains 8 references. (MSE)

This introduction to second language learning is intended to provide language teachers with basic information on relevant principles and processes. After an introductory chapter, the second chapter looks at traditional beliefs about language learning, including those concerning transfer of first-language knowledge to the second language, the role of practice in language skill development, language content taught, error correction, and relative emphasis on grammar and communicative competence. The third chapter focuses on interlanguage, the process of construction of the target language in the learner's mind, and the stages of interlanguage development. A transcript of utterances (appended) provides concrete examples. Chapter four reviews research on the teachability of language content at various stages of second language learning. The final chapter draws conclusions for classroom practice. Contains 8 references. (MSE)

Includes bibliographical references (pages 455-498) and index

Includes bibliographical references (pages 455-498) and index

This dissertation examines the principles of two current theories of first language acquisition and from them synthesizes a second language methodology. As a background to the problem of second language methodology, it is stated that the basing of second language methodologies on first language learning is currently being questioned and that the difficulty is compounded by varying theories of the nature of first language acquisition. The nativist position is examined, and a foreign language methodology developed on the basis of that position is then criticized in terms of the concerns of second language teachers. Following this, a compromise position between nativism and empiricism is examined and used as a basis for a second methodology. This second methodology is then criticized according to the above-mentioned criteria. The paper concludes that the nativist approach to first language acquisition is not a good basis for second language methodology, whereas some principles of the nativist-empiricist approach are. The major question remains whether such a methodology can be made effective. A further question is whether children learn a foreign language more quickly or more effectively than do adults. (Author/AM)