Whereas studies show that comprehensible output facilitates L2 learning, hypothesis testing has received little attention in Second Language Acquisition (SLA). Following Shehadeh (2003), we focus on hypothesis testing episodes (HTEs) in which learners initiate repair of their own speech in interaction. In the context of a one-way information gap…

The purpose of this study is to move beyond the more traditional focus on individual characteristics as they relate to anxiety in the use of a foreign language. In order to do this, cultural characteristics, perceptions of the cause of successful learning, and foreign (English) language use anxiety were included as the major variables. Three…

Examines whether instruction can facilitate second language acquisition (SLA). Considers studies investigating the effects of instruction on the rate and ultimate level of attainment of SLA as well as on the route of development of acquisition. Explores implications for classroom teaching in the area of syllabus design, teaching materials,…

Proposes a model for the inclusion of a pronunciation teaching unit within second language/foreign language teacher preparation programs. A pilot course was offered at the University of Kansas in 1998. It was expected that this component would give prospective language teachers the requisite background for making decisions concerning pronunciation…

Discusses the Army's Joint Vision (JV2010), which provides a blueprint for finding and using skilled linguists. To ensure that these linguists and trainers are in step with the needs of the future, they must take advantage of all applicable technological developments. (Author/VWL)

Reports the steps and findings of a mini-action research study conducted by a Defense Language Institute Foreign Language Center language teacher. Focused on how this teacher varied classroom activities. Participants were U.S. military personnel studying Turkish at the advanced beginner level. (Author/VWL)

Drawing on research from the field of communication, this article proposes a framework that identifies, classifies, and organizes foreign language teachers' nonverbal behavior. It describes an observational study in which each nonverbal behavior in the framework is defined and illustrated as it occurs in a foreign language class. (Author/VWL)

Focusing on a project in curricular innovation at the University of Illinois at Urbana Champaign (UIUC), this paper reviews in what sense a task-based approach to syllabus design constitutes an innovation. Then, the UIUC model of curricular innovation is outlined and is analyzed for the extent to which a complete, coherent process of innovation…