This study examines style shifting in the use of three past tense morphemes (regular past, irregular past, and past copula) by 17 intermediate L2 learners of English. It differs from previous studies in that style shifting is examined within a single discourse mode—narrative discourse—according to the amount of planning time made available. Data were collected under three conditions: (a) planned writing, (b) planned speech, and (c) unplanned speech. Different patterns of style shifting were observed for three morphemes, suggesting that the nature of the linguistic feature under investigation is a determining factor. For regular past, greatest accuracy was most evident in planned writing and least evident in unplanned speech, with planned speech intermediate. Little style shifting took place in irregular past, whereas style shifting for past copula occurred only between planned speech and unplanned speech. The three conditions produced different accuracy orders for regular and irregular past, suggesting that the so-called “natural” order may not be a stable phenomenon. The paper concludes with a number of important questions requiring further investigation.

This paper examines the expression of temporality in the basilang speech (the earliest stage of second language development) of five subjects. Temporality is studied from three perspectives: morphology, semantics, and pragmatics. The first analysis determined the subjects' degree of target-like use of English morphology and demonstrated that these basilang speakers generally lack verb phrase morphology and do not have a tense system. The second analysis examined the subjects' utterances in terms of sentence-level semantics, classifying utterances according to (universal) categories such as completive versus non-completive action, habitual versus continuous action, and action versus states. The analysis showed that none of the subjects studied made tense or aspectual distinctions and that temporal marking was not accomplished by the form of the verb. The third analysis examined how temporal reference was made by the adverbials (now, tomorrow, always, prepositional phrases), serialization (the fixing of a temporal reference point and allowing the sequence of utterances to reflect the actual temporal order of reported events), calendric reference (dates, days of the week, months, and numbers), and implicit reference (temporal reference inferred from a particular context or situation). This taxonomy captured the expression of time at the basilang level of interlanguage development much better than the previous two analyses.

This paper provides a critical look at the use of mnemonic associations in vocabulary learning. The paper begins with a definition of mnemonic devices—that is, techniques for converting material to be learned into a form that makes it easier to learn and remember—and focuses on verbal and imagery mnemonics, whereby a word, a phrase, or a sentence and visual imagery serve as mediator between what is known and what is to be learned. Particular attention is given to the keyword approach, in which there is both an acoustic link between a native-language word and the second-language word, and an image of the keyword interacting with the native-language word or phrase. Contentions are discussed concerning both the learning of words through verbal and imagery mnemonics and their subsequent retrieval. Attention is also given to research issues in need of investigation.

This study investigates the interrelationship of phonological similarity between L1 and L2, transfer, and markedness as they relate to the acquisition of English /ε/ and /æ/ by native speakers of Brazilian Portuguese. Transfer and markedness adequately account for the behavior of poorer learners, but these factors do not explain the rate of acquisition of the two sounds as assessed by global foreign accent: Whereas /æ/ accuracy increased as global accent improved, /ε/ accuracy decreased. It is suggested that phonetic and phonological similarity between L1 and L2 are important factors which motivated overgeneralization or interaction of /ε/ and /æ/ within the inter-language.

Analysis of multilingual acquisition processes in the European School of Brussels reveals how both curricular and extra-curricular factors combine to account for high levels of proficiency in three or four languages. The school operates in seven languages, and all pupils must learn at least three, though the combination is open to choice. Curricular design ties in with the prerequisites for success as posited in Cummins' (1981, 1984) Interaction Hypothesis, Krashen's (1982) Input Hypothesis, and Swain's (1983) Output Hypothesis. These alone do not account for the high levels of achievement attested, because they do not include the extra-curricular factors which provide the essential supplementary conditions for active, productive use of a given language in meaningful two-way negotiation among peers. Schumann's (1979) Acculturation Model allows one to tap this primordial extra-curricular factor, even though it was not designed for an educational context. Four soft techniques were used to test the hypotheses: participant observation, written questionnaires, informal interviews, and open-ended formal interviews based on a 26-item questionnaire (N = 8). Results indicate that only Schumann's model can bring to the fore whether self-initiated meaningful two-way negotiation is used as a supplement to formal instruction in a multilingual environment; they also show how social and psychological distance tie in with curricular structure to enhance the acquisition process.