Major approaches of describing or examining linguistic data from a potential target language (input) are analyzed for adequacy in addressing the concerns of second language learning theory. Suggestions are made for making the best of these varied concepts of input and for reformulation of a unified concept. (MSE)

Presents some reasons why more emphasis should be placed on the mastery of the rhythmic features of the target language in foreign language teaching. An account of an important recent theoretical contribution to the description of the principles underlying English speech rhythm is included. (SED)