Reviews research that addresses how grammar can best be taught in terms of four theoretically motivated instructional options: (1) structured input; (2) explicit instruction; (3) production practice; (4) negative feedback. (Author/JL)

Project was a part of a Teacher Corps assistance program carried out by the Center for Communication Research at the University of Texas, Austin. (VM)

An exploratory study of six undergraduates under laboratory conditions aimed to clarify the role of explicit teaching of different kinds of second-language grammar rules. In this look at methodology, one hypothesis was supported: that explicit and deductive learning is better than implicit for simple categorical rules. (Contains 24 references.)…

Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1970, in Los Angeles, California. (DS)

This article discusses an experiment designed to examine the relationship between the external explanations that learners give for their language behavior, and actual language performance. The subjects who were native and non-native speakers of English were tested on their use of definite articles. (CFM)

Analysis of two studies (interpreted in terms of the distinction between language acquisition and language learning) showed that subjects tended to cluster the -s's on a few verbs rather than randomly, suggesting that the morpheme may be acquired not in isolation but attached to particular verbs. (SL)

Reports the results of research attempting to document the role of learners' linguistic output in drawing their attention to linguistic form and in acquiring the form. Compares experimental and comparison groups that participated in a pretest, two post-tests, and four learning tasks. (Author/VWL)

This paper reports on the development of the article system in an adult's interlanguage over a one-year period. It compares the results of a conventional order-of-acquisition analysis with a paradigm model based on Bickerton (1975). (Author/CFM)

This article summarizes a study (Odlin 1978) using variable rules analyses to describe the contraction patterns of six Mexican students of English as a second language. (CFM)

In response to Stephen D. Krashen, Patsy M. Lightbown and Manfred Pienemann argue that comprehensible input will not always be sufficient to bring about developmental change or increased accuracy in the learning environment. Krashen replies that the research shows that effects of direct instruction are typically short lasting and do not become…