Background & aims: Difficulties understanding spoken language are associated with several social and academic risks in school-age children and adolescents with developmental language disorder (DLD). Still, interventions for this group have received little attention, and there are no reviews focusing on oral language comprehension interventions…

Schizophrenia is a complex mental disorder that results in language-related symptoms at various discourse levels, ranging from semantics (e.g. inventing words and producing nonsensical strands of similar-sounding words) to pragmatics and higher-level functioning (e.g. too little or too much information given to interlocutors, and tangential…

In this paper, in contrast to previous neuroimaging literature reviews on first language (L1) and second language (L2), the focus was only on neuroimaging studies that were directly conducted on multilingual participants. In total, 14 neuroimaging studies were included in our study such as 10 functional magnetic resonance imaging, 1 positron…

Background: Fast ForWord is a suite of computer-based language intervention programs designed to improve children's reading and oral language skills. The programs are based on the hypothesis that oral language difficulties often arise from a rapid auditory temporal processing deficit that compromises the development of phonological…

For both translators and interpreters, language proficiency is only the starting point for professional work. The equivalence of both meaning and style are necessary for faithful translation. The legal interpreter or translator must understand the complex characteristics and style of legal language. Court interpreting is a relatively young…

This paper indicates the relevance of psycholinguistic research to the study of the interpretation process. Citing selected experiments that demonstrate some of the possibilities for extending research into the language experience of the interpreter, the paper argues that such an approach might lead into examining the experience of imagery,…

This guide provides an overview of the language process, with sections focusing on the physiological aspects (organization of the brain), language development, environmental variables, cognition, language deficits and evaluation, language remediation, and implications of the reading process. Appendixes provide selected listings of developmental…

Attempts to demonstrate that specifically language-impaired (SLI) children can be viewed as normal learners faced with systematically altered input. By assuming SLI children are limited in their ability to perceive and hypothesize grammatical morphemes that are low in phonetic substance, many features of SLI children's language can be explained by…

Reviews current research on three important language variables in search of a pattern. Discusses the nature of these variables, offers 26 generalizations supported by the studies, and derives implications from these generalizations. Areas for future research are suggested. (JMF)

This introductory article discusses following articles that consider how phonology interacts with other aspects of language and language learning and the role of this interaction in language acquisition. It addresses the interaction between phonology and the lexicon, phonological representations and morphophonemic alternations, and the interaction…

Behaviorism cannot adequately explain language processing. A synthesis of the psycholinguistic and information processing approaches of cognitive psychology, however, can provide the basis for a speculative analysis of reading, if this synthesis is tempered by a perceptual learning theory of uncertainty reduction. Theorists of information…

A paper dealing with the comprehension of metaphor and a second paper addressing the ramifications of the first paper's ideas for teaching practices are contained in this report. The opening section of the first paper explains why language theorists and scholars in a number of disciplines are interested in metaphor. Its next section deals with…

A discussion of the characteristics of effective language learners and the strategies they use in the second language classroom demonstrates how the four main principles of the communicative approach foster the use of appropriate, positive learning strategies. Implications for the language classroom are discussed. (Author/CB)

An examination of the logic of second language processing argues that knowledge of language structure does not necessarily result in effective language comprehension. Teachers must help students to bridge the gap between translation, which emphasizes lexical and syntactic meaning, and interpretation, which involves global comprehension. (CB)

The American Council on the Teaching of Foreign Languages' guidelines for foreign language teaching and learning focus on the linear acquisition of grammatical structures, but this proficiency will not automatically lead to interactional competence. Enthusiasm generated by the proficiency movement should be redirected toward a push for…