This commentary discusses Westergaard's (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard's property-by-property transfer proposal. The commentary…

The author reflects on foreign-language learning by his EFL students as well as his own foreign-language learning. He concludes by musing on the possible and fantastical devastation on language-ability wrought by strokes.

Describes an adequate collocational dictionary for learners of Russian. Recommendations are made regarding what should and should not be included in a collocational dictionary, and a discussion looks at under which headwords collocations should be entered in the dictionary. (44 references) (GLR)

Questions related to the teaching of Russian and Soviet literature in the second language programs in India are explored, particularly, the amount of time to be devoted to the study of literature, an appropriate method, and the most appropriate time to introduce it. Russian has been taught in India for only 30 years and only recently have…

This article presents a number of methods, including context-related activities, board games, and filler exercises, developed in the Russian classroom, designed for stimulating vocabulary learning and retention. (43 references) (JL)

Argues for refinement in the traditional approach to transfer in second language acquisition (SLA), where transfer is generally investigated as the unidirectional influence of native (or other language) knowledge on acquisition and use of a second language. Shows transfer can be bidirectional, influencing an individual's use of both the first and…

Describes student tours to the Soviet Union, discussing the benefits to be derived from such experiences by both students and leaders. In particular, discusses the organization of the tours, their types and costs, advertising strategies, suggested itineraries and guidebooks, student orientation and group composition, and problems encountered…

This paper responds to Claire Kramsch's essay on the demise of the notion of the idealized native speaker as the model for second language learning and implications for second languages and cultures education. Focusing on the nonnative speaker of Russian and Russian language education in the United States, it asserts that both the quantity and…

Discusses the influence of interference of English on heritage Russian speakers who are trying to refine their Russian language skills. Urges sensitivity to linguistic differences in the classroom. (Author/VWL)

Honors Dan Davidson, winner of the ADFL Award for Distinguished Service to the Profession, by discussing his contributions over the past three decades in shaping the course of Russian language learning, Russian studies, and international education in the United States. Davidson has shown exemplary leadership and vision and has given new meaning to…

The proficiency movement in second language teaching has had a wide impact because it represents not only an attempt to introduce a national metric but also an attempt to modify the nature of the second language curriculum. The curriculum has been pointed in the direction of instruction in the functional use of language. The list of languages…

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)

Explores how Americanization and Russification differed in terms of their imperialist language policies and how these policies led two colonialized societies, Puerto Rico and Estonia, to respond in dramatically different ways to the pressures to learn English and Russian respectively. (Author/VWL)

Reviews research on proficiency levels attained by foreign language students, and describes an advanced Russian conversation course, which is geared toward students who have achieved intermediate-mid or intermediate-high oral proficiency and who are striving towards advanced level speech according to the American Council on the Teaching of Foreign…

Discusses the course content, methodology, architecture, role of the student, and development process of a unique videodisc self-study program to teach Russian speaking, reading, and listening skills to adults. Equivalent to a 120-hour, teacher-delivered course, the course is designed to produce speaking proficiency at the Foreign Service…