Re-examines the function of second language acquisition and learning by redefining the terms "acquisition" and "learning" in the context of the classroom. This redefinition, known as the binding/access framework, has several advantages for instruction: it incorporates both lexical and grammatical acquisition, it clarifies the…

Provides a review of current research on the relevance of morphological awareness to reading and reading instruction. Discusses children's development of awareness of the morphemic structure of words and the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Concludes that educators…

Examines certain instructional effects on second-language acquisition, such as code-focused instruction and classroom interaction. Empirical research on instructional effects are outlined in relation to some basic issues, including learning environment influences and processing constraints. (54 references) (GLR)

Describes an alternative approach to traditional English-as-a-Second-Language presentation of the (Z) and (D) morphemes. Learners from different backgrounds and proficiency levels who used orthography-based approaches improved their oral accuracy to the extent that performance differences resulting from disparate language backgrounds disappeared.…

Compares children who studied English as a foreign language in Hungary with a communication/content-based approach to similar children who studied English with a form-based traditional approach. Findings reveal that the former were slightly more accurate in their production of grammatical morphemes in an oral interview and were more fluent. (three…