In this study, neural representation of adult second language (L2) speakers’ implicit grammatical knowledge was investigated. Advanced L2 speakers of Japanese living in Japan, as well as L1 Japanese speakers, performed a word-monitoring task (proposed as an implicit knowledge test) in the MRI scanner. Behavioral measures were obtained from aptitude tests for explicit (language analytic ability) and implicit (statistical learning ability) learning. Findings indicate that, although both L1 and L2 speakers recruited neural circuits associated with procedural memory during the word-monitoring task, different brain regions were activated: premotor cortex (L1 speakers) and left caudate (L2 speakers). The premotor cortex activation was weaker in L2 than L1 speakers but was positively correlated with the left caudate activation, suggesting that their grammatical knowledge, while less automatized, was still developing. Behavioral sensitivity to errors was predicted only by explicit language aptitude, which may play a key role in the automatization of grammatical knowledge.

In this essay, the methodological point of departure is the assumption that the Saussurian inherited distinction between diachronic and synchronic levels of description is fictitious and arbitrary and will therefore have to be abandoned in its stringent interpretation (see Baumgärtner's convincing display of arguments (Baumgärtner 1969) and, in the same vein, Kanngießer 1972). Not only, it will be argued, is this meanwhile classical dichotomy unnecessary, and does it fail to account for similarities between semantic change and certain types of human reasoning, but it leads into blind alleys when one attempts to systematize various linguistic phenomena. The integration of catachresis, metaphor, and other figurative usage of lexical items into a theory of grammar are cases in point (Abraham 1975).

It goes without saying that longitudinal second language (L2) data have contributed—and will continue to contribute—much to L2 theory construction, yet one of the more difficult problems involved with this and similarly large-scale corpora is their very manageability. In years past, a common solution to this problem involved creating card catalogs for what appeared to be crucial parts of the data; more recently, researchers have resorted to computational resources, generally electronic databases. Nonetheless, these solutions remained strictly local: Access to such analytical means was generally restricted to the researchers involved. This situation is beginning to change, however, because, as this report will show, more child as well as adult L2 data are finding their way into the Child Language Data Exchange System (CHILDES) archive, thereby permitting widespread access to these data.

Un bilan des recherches consacrées à l'apprentissage de l'intonation française montre que cet aspect est souvent négligé. Pourtant l'étude de l'interlangue intonative est intéressante à plus d'un titre. Suite à l'élaboration d'une procédure d'observation, on présente les premières données relatives à l'étude d'un corpus de 25 énoncés français lus par 3 groupes de 15 étudiants anglophones. Cette étude a permis de montrer l'existence d'un ordre d'acquisition des formes linguistiques étudiées ainsi qu'un processus de fossilisation de ces dernières.

Effects of phonetically variable input (PVI) for processing instruction (PI) training and the number of training items were tested with a picture-selection eye-tracking task. Intermediate second language (L2) learners of French (n = 174) were tested before and after they received either a short (24 items), medium (48), or long (96) training on the causative structure with either single- or multivoice input. PI improved picture-selection accuracy from about 10% to above 50% regardless of the training size. Eye-tracking data showed a reduction in looks to the incorrect picture only after the short and medium training: it surfaced regardless of voice variability after the short training, whereas multivoice training led to a greater reduction after the medium training. Long training did not yield a reliable reduction of incorrect looks regardless of voice variability. Taken together, PVI does not hinder L2 syntactic learning. Learners may benefit more from a relatively shorter training with PVI.

Publications received.

This book, which is one of a series of papers from the University of Duisburg, is a justification of the visual elements of a particular computer-assisted language learning program for learning Dutch called EuroLex. About one third of the book is a description of the EuroLex program. Because of this, it suffers from the seemingly unavoidable problem that many accounts of CALL programs face, and that is the need for elaborate step-by-step description of the operation of the program when five minutes working with the actual program would convey more information more effectively.