Contrasts two approaches for investigating second-language teaching, arguing that the educational approach, which starts with a pedagogical issue and examines it through pedagogical, theoretical, and empirical sources, is more comprehensive than the linguistic approach, which primarily consists of the applications of linguistic research.…

Discusses the L1=L2 hypothesis which states that, all other things except knowledge of language being equal, first language acquisition is the same as second language acquisition. Reviews the evidence for and against the hypothesis, looks at current research and considers the general distinction between formal and informal learning. (SED)

Reports on a study of the classroom acquisition of German word order by adult learners. Results of the study support the claim that classroom and naturalistic second language acquisition of complex grammatical features such as word order follow similar routes. (50 references) (Author/OD)

Building on previous studies of the effects of planning on second language (L2) learners' oral narratives and drawing on Kellog's (1996) model of writing, this article reports a study of the effects of three types of planning conditions (pretask planning, unpressured on-line planning, and no planning) on 42 Chinese learners' written narratives…

Reports on a study of the learning styles of two adult classroom learners of German as a second language. The extent to which, and in what ways, learners' learning style varies, whether one learning style results in more effective learning, and the effect of instructional style on the subjects' learning outcomes are explored. (29 references)…

This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control…