Reviews major issues in research on reading, including theories of word reading, cross-writing comparisons, comprehension, reading difficulties, learning how to read, and cognitive neuroscience studies of reading. (Author/VWL)

Reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code mixing, grammatical constraints on child bilingual code mixing, and bilingual syntactic development. Examines implications from these domains for the understanding of the limits of the mental faculty to acquire language. (Author/VWL)

Examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, while others have found either no difference between the groups or monolingual…

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

Reviews recent research that investigates second language performance from the perspective of sentence processing (on-line comprehension studies) and word recognition. Concentrates on describing methods that employ reaction time measures as correlates of processing difficulty or knowledge representation. (Author/VWL)

Focuses on two approaches to research in second language acquisition: (1) various types of acceptability judgments or probes aimed at assessing acquisition of syntactic structure; and (2) various types of stimulated recall designed to gather learners' accounts of their own thought processes. (Author/VWL)

Outlines a cultural-historical activity theory (CHAT) perspective that accounts for protocol analysis along three key dimensions: the relationship between thinking and speech from a representational standpoint; the social role of speech in research methodology; and the influence of speech on thinking and data collection. (Author/VWL)

Investigated Reid's (1987) hypothesis that a mismatch between teaching and learning styles causes learning failure, frustration, and demotivation. Data were collected through Reid's questionnaire, interviews, and tests using 206 English-as-a-foreign-language (EFL) students and 46 EFL teachers at a Hong Kong university. (Author/VWL)

Identifies a set of writing conventions whose primary function is to monitor the development of a crucial component of narrative, the crisis of the story, but that are also customarily used by skilled writers to enhance the attention-getting power of their expository writing. Shows that English-as-a-Second-Language learners who have not learned to…

Advanced Danish students of English tried to identify the national origin of young men from Ireland, Scotland, England, and the United States from their speech and then rated the speech for attractiveness. Listeners rated speech produced by Englishmen as most attractive, and speech by Americans as least attractive. (Author/VWL)

Implications of the prestige and vitality of English as a foreign language in Brazil were investigated using both direct and indirect measures of attitudes and beliefs. Aspects of solidarity and status identified by factor analysis were investigated in a Brazilian adolescent population, and four statistically distinctive profiles were found.…

Examines the problems that emerge in the teaching of Standard Modern Greek as a foreign language in Cyprus due to the fact that the linguistic code taught in the classroom does not correspond exactly to the linguistic code that is used in the Cypriot speech community. Focuses on how teachers of Greek as a foreign language perceive the effects of…

Investigates linguistic and sociolinguistic issues concerning the Greek Cypriot community living in the United Kingdom. Questionnaires were completed by Cypriot students attending Greek classes in London, eliciting information about their family and ethnic background, language abilities, domains of use for each language, reasons for studying…

Suggests that the teaching of English worldwide is tied to native speaker norms. Argues that although this orientation is often recognized as inappropriate and counter-productive, it persists because discussions about global English on the meta-level have not been accompanied by a necessary reorientation in linguistic research. (Author/VWL)

Addresses the relationship between linguistic imperialism and culture-specific educational standards for English language teaching in Europe. Discusses aspects of ideological literacy and ideological transfer, and the value systems associated with American English and British English, which are less expedient compared to English as an…