The title of this special issue, Gesture and SLA: Toward an Integrated Approach, stems in large part from the idea known as integrationism, principally set forth by Harris (2003, 2005), which posits that it is time to “demythologize” linguistics, moving away from the “orthodox exponents” that have idealized the notion of language. The integrationist approach intends a view that focuses on communication—that is, language in use, language as a “fact of life” (Harris, 2003, p. 50). Although not all gesture studies embrace an integrationist view—indeed, the field applies numerous theories across various disciplines—it is nonetheless true that to study gesture is to study what has traditionally been called paralinguistic modes of interaction, with the paralinguistic label given on the assumption that gesture is not part of the core meaning of what is rendered linguistically. However, arguably, most researchers within gesture studies would maintain just the opposite: The studies presented in this special issue reflect a view whereby gesture is regarded as a central aspect of language in use, integral to how we communicate (make meaning) both with each other and with ourselves.

The present study examines classroom learners' course of grammatical development in acquiring the interpretive correlates of variable adjective position in French. Eventual attainment of the target language system requires not only knowledge of linear word-order possibilities within the determiner phrase that differ from their native language (English) but knowledge of the interpretive differences between the two orders as well. Results from a contextualized acceptability judgment task administered to monolingual English-speaker controls, four groups of university-level learners of French, and native-French-speaker controls (N = 157) show that adjective position-interpretation pairings are eventually acquired, although with a high degree of between-learner variability in rate. Based on an analysis of both individual and group acceptance rates, I argue that eventual attainment of the second language system requires a priori knowledge of a specific representational format—supporting the notion of the domain-specificity of language as pursued in generative accounts of SLA—but that the course of grammatical development is affected by a number of group- and learner-specific variables that mediate depth of processing (following Gass, 1997).I am indebted to a number of individuals who helped me bring this manuscript to publication, including Laurent Dekydtspotter, the director of my 2002 dissertation at Indiana University, where the research presented in this manuscript was begun; several anonymous SSLA reviewers, who provided insightful and constructively critical comments; and the editorial staff of SSLA, who provided much encouragement and showed great patience.

The present study sought to observe, through online treatments, whether explicit information assists acquisition in a way that has not been measured in previous processing instruction (PI) studies. Two experiments examined learners' behavior while they processed Spanish sentences with object-verb-subject (OVS) word order and Spanish subjunctive under two treatments: with explicit information (the PI group) and without explicit information (the structured input [SI] group). Participants in both groups worked individually with a computer and processed a series of 30 SI items. They received feedback right after each response, and both accuracy and response time were recorded. It was expected that learners in the PI group would start to process both of the linguistic targets sooner in the sequence of input items and would submit their responses faster than learners in the SI group, because explicit information in the PI treatment would help learners notice the target items early in the series. The results showed no difference between the SI group and the PI group when processing OVS sentences, but the PI group processed subjunctive forms sooner and faster than the SI group. The results suggest that the benefits of explicit information might depend on the nature of the task and the processing problem.

This study examines the role of environment in the development of pragmatic comprehension. It tracks two groups of Japanese students of English: 60 students in a college in Japan (English as a foreign language [EFL] learners) and 57 students in a college in the United States (English as a second language [ESL] learners). The learners completed a computerized listening task that measured their ability to comprehend two types of implied meaning: indirect refusals (k = 24) and indirect opinions (k = 24). The task was given to each group twice, before and after the students received approximately 120–130 hr of classroom instruction. Comprehension was analyzed for accuracy (scores) and speed (average time taken to answer each item correctly). Results showed that, in both learner groups, accuracy and comprehension speed improved significantly over time. For the EFL group, the magnitude of effect was much less for speed than for accuracy. In contrast, ESL learners showed significant improvement in comprehension speed, with a sizable effect size, but only marginal improvement in accuracy.

Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect size d values. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (d = 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (d = −0.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.

Interaction research that has investigated the relationship between language production and second language (L2) development has largely focused on learners' immediate responses to interactional feedback. However, other speech production processes might help account for the beneficial relationship between interaction and L2 development. The current study examines whether syntactic priming—the tendency to produce a syntactic structure encountered in the recent discourse—is associated with English as a second language (ESL) question development. The participants were intermediate-level Thai learners of English (N = 46) at a large public university in northern Thailand. In two 20-min sessions, the participants carried out communicative activities with a more advanced L2 English interlocutor who had been scripted with developmentally advanced question forms. They also completed an oral pretest and two posttests that consisted of activities similar to those carried out during the treatment sessions. The results indicated that participants who evidenced high levels of syntactic priming were likely to advance to a higher stage in the developmental sequence of ESL question formation.

This study investigates the manner in which syntax, prosody, and context interact when second- and fourth-semester college-level English-French learners process relative clause (RC) attachment to either the first noun phrase (NP1) or the second noun phrase (NP2) in complex nominal expressions such as le secrétaire du psychologue qui se promène (au centre ville) “the secretary of the psychologist who takes a walk (downtown).” Learners' interpretations were affected by the length of the RC, specifically its phonological weight. Effects of intonation contour were found only in a subset of learners. In a response time (RT) experiment that manipulated contexts, fourth-semester learners showed a final bias for NP1 attachment in interpretation but an initial RT bias for NP2 attachment. Second-semester learners also produced a NP2 attachment bias in RTs, but no asymmetry in interpretation was found. We argue that the processing of RC attachment by English-French learners requires a task-specific algorithm that implicates autonomous syntactic and prosodic computations and specific interactions among them.

Donald (2001) argued that mimesis is fundamental to communication and culture. The basic level of mimetic action is mime—as found, for example, in the imaginative, expressive play of children, who typically imitate aspects of the world around them, including the actions of their parents, and pretend to be those they will become. Mimesis has a prominent position in the lives of children in relation to language acquisition as well; for example, Nelson (1996) found that mimetic portrayals of events, such as in play, largely precede language and are key to its development. According to Donald, mimesis is also central to tribal identity (culture), in how emotions are expressed and understood. This article argues that mimesis plays two prominent roles in acquiring another language. The first relates to how people materialize aspects of their second language discourse through gesture as a means of making meaning for themselves as well as for interlocutors. This perspective is grounded in the Vygotskian branch of Soviet psychology, particularly the work of Gal'perin (1989). The so-called tribal aspect of mimesis (identity) in the form of gesture is also taken up in relation to SLA, again from a sociocultural perspective. Overall, it is argued that our material being impacts the way we live and learn and that sound theories of SLA will need to take this into account.

This study investigates whether advanced second language (L2) learners of a nonnull subject language (Dutch) are influenced by their null subject first language (L1) (Turkish) in their offline and online resolution of subject pronouns in L2 discourse. To tease apart potential L1 effects from possible general L2 processing effects, we also tested a group of German L2 learners of Dutch who were predicted to perform like the native Dutch speakers. The two L2 groups differed in their offline interpretations of subject pronouns. The Turkish L2 learners exhibited a L1 influence, because approximately half the time they interpreted Dutch subject pronouns as they would overt pronouns in Turkish, whereas the German L2 learners performed like the Dutch controls, interpreting pronouns as coreferential with the current discourse topic. This L1 effect was not in evidence in eye-tracking data, however. Instead, the L2 learners patterned together, showing an online processing disadvantage when two potential antecedents for the pronoun were grammatically available in the discourse. This processing disadvantage was in evidence irrespective of the properties of the learners' L1 or their final interpretation of the pronoun. Therefore, the results of this study indicate both an effect of the L1 on the L2 in offline resolution and a general L2 processing effect in online subject pronoun resolution.

This study investigates factors that affect the accuracy of tone production by American students of Vietnamese as a second language (L2). Nine hypotheses are examined, each of which isolates a factor expected to affect production accuracy: (a) task type, (b) the position of a tone in a clause, (c) discourse distance between a model provided by a native speaker and the learner's utterance, (d) markedness relationships of the tones, (e) emphasis, (f) the preceding and following tones in the string, (g) voicing of the initial consonant, (h) postvocalic elements in the syllable, and (i) vowel height. The findings show that the patterns of tone production by the American learners of Vietnamese are influenced by universal mechanisms of phonetics and phonology, first language structures, and L2-specific rules. The results also provide a framework for determining the difficulty of tones in different environments.We would like to thank the students and teachers at the Southeast Asian Studies Summer Institute at the University of Wisconsin-Madison for their participation in this study. We thank Richard Young, the late Craig Chaudron, and the anonymous SSLA reviewers for helping us strengthen this paper. We are responsible, however, for any errors that remain.

Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish (i.e., individuals whom actual mother-tongue speakers of Swedish believe are native speakers). The results confirm previous research suggesting that a high degree of language aptitude is required if adult learners are to reach a L2 proficiency that is indistinguishable from that of native speakers. However, in contrast to previous studies, the present results also identify small yet significant aptitude effects in child SLA. Our findings lead us to the conclusions that the rare nativelike adult learners sometimes observed would all turn out to be exceptionally talented language learners with an unusual ability to compensate for maturational effects and, consequently, that their nativelikeness per se does not constitute a reason to reject the critical period hypothesis.

Within sociocultural theory, and particularly from a Vygotskian perspective, private speech refers to speech-for-the-self, as opposed to social speech. Private speech is a crucial window on how language mediates and regulates thought processes (Lantolf & Thorne, 2006). In the case of second language (L2) learning, the use of private speech, whether in the first language (L1) or L2, facilitates engagement with the L2 in relation to personal learning needs (e.g., studying for an exam, the task in the current study). Another, more recent area of investigation within L2 learning and sociocultural theory focuses on how forms of gesture mediate and regulate thought as well. This study examines how these forms of mediation operate in a dialogic capacity. Seven adult Korean-English bilingual students at a North American university were video- and audio-recorded during 3 h of solitary exam preparation in a private room. In microdiscourse analyses, participants are shown to use gestures together with private speech as a form of dialogic interaction with the self in cognitive activities for self-regulation.

This study investigated the relationship between receptive and productive vocabulary size. The experimental design expanded upon earlier methodologies by using equivalent receptive and productive test formats with different receptive and productive target words to provide more accurate results. Translation tests were scored at two levels of sensitivity to measure receptive and productive knowledge of meaning and form. The results showed that total receptive vocabulary size was larger than productive vocabulary. When responses were scored for fuller knowledge, receptive vocabulary size was also found to be greater than productive vocabulary size in each of three word frequency bands, with the difference between receptive and productive knowledge increasing as the frequency of the words decreased. However, when responses were scored for partial knowledge, there was little difference among vocabulary sizes at each frequency band. The findings also indicated that receptive vocabulary size might give some indication of productive vocabulary size. Learners who have a larger receptive vocabulary are likely to know more of those words productively than learners who have a smaller receptive vocabulary.

Despite the frequency with which verbal reports are used in SLA to gather data on learners' cognitive processes (e.g., Bowles, 2003, 2004; Mackey, Gass, & McDonough, 2000; Rosa & Leow, 2004a, 2004b), only two studies (Bowles & Leow, 2005; Leow & Morgan-Short, 2004) have investigated verbal reports' reactivity (i.e., whether they alter cognitive processes) during second language (L2) reading. This is the first study to investigate the reactivity of verbal reports on a L2 problem-solving task. First-semester learners of Spanish were assigned to one of six experimental conditions, which differed in terms of the type of verbalization (i.e., metalinguistic, nonmetalinguistic, or silent) and the type of feedback (i.e., implicit vs. explicit). Results show that metalinguistic verbalization significantly increased time on task and also hindered participants' ability to produce exemplars of the target structure seen during the experimental task. However, neither type of verbalization significantly affected participants' ability to produce novel exemplars of the target structure, and there was no interaction between verbalization and feedback.

This article investigates the information structure of verb-second (V2) declaratives in Swedish, German, and nonnative German. Even though almost any type of element can occur in the so-called prefield, the clause-initial preverbal position of V2 declaratives, we have found language-specific patterns in native-speaker corpora: The frequencies of prefield constituent types differ substantially between German and Swedish, and Swedish postpones new (rhematic) information and instead fills the prefield with given (thematic) elements and elements of no or low informational value (e.g., expletives) to a far greater extent than German. We compare Swedish learners of German to native controls matched for age and genre (Bohnacker, 2005, 2006; Rosén, 2006). These learners master the syntactic properties of V2 but start their sentences in nonnative ways. They overapply the Swedish principle of rheme later in their second language German, indicating first language (L1) transfer at the interface of syntax and information structure, especially for structures that are frequent in the L1.

This study investigates the interface between speech and gesture in second language (L2) narration within Slobin's (2003) thinking-for-speaking (TFS) framework as well as with respect to McNeill's (1992, 2005) growth point (GP) hypothesis. Specifically, our interest is in whether speakers shift from a first language (L1) to a L2 TFS pattern as manifested in the GP of narrations they produce. The data are drawn from the narrations of an animated cartoon story produced by advanced L2 speakers of Korean (L1 English) and L2 speakers of English (L1 Korean). Korean is a verb-framed language (Talmy, 2000) that conflates path of motion on the verb and expresses manner, if at all, through separate lexical items, onomatopoeia, or gesture alone. English is a satellite-framed language (Talmy, 2000) that encodes manner on verbs, expresses path through satellite phrases, and synchronizes manner-path conflated gestures with manner verbs when manner is in focus. The typological difference between the languages presents significant challenges for the L2 speakers, who, despite their high level of proficiency in their respective L2s, appear to retain their L1 TFS patterns.

DO NOT LEAVE YOUR LANGUAGE ALONE: THE HIDDEN STATUS AGENDAS WITHIN CORPUS PLANNING IN LANGUAGE POLICY.Joshua A. Fishman. Mahwah, NJ: Erlbaum, 2006. Pp. xi + 158. $22.50 paper.

Although it does not directly target the field of SLA, this volume provides invaluable information, related to various language practices in the world, that would enrich SLA researchers' knowledge. In language policy, making the distinction between corpus and status planning is one way to differentiate decisions relating to language use and language choice (Shohamy, 2006; Spolsky, 2004; Wright, 2004). In this volume, Fishman, however, notes that the two types of language planning are not as fundamentally separate as has traditionally been assumed to be the case; rather, they are linked in a variety of ways. According to Fishman, the nature and direction of corpus planning reflects and is guided by the status-planning environment.

Whereas most research in SLA assumes the relationship between the first language (L1) and the second language (L2) to be unidirectional, this study investigates the possibility of a bidirectional relationship. We examine the domain of manner of motion, in which monolingual Japanese and English speakers differ both in speech and gesture. Parallel influences of the L1 on the L2 and the L2 on the L1 were found in production from native Japanese speakers with intermediate knowledge of English. These effects, which were strongest in gesture patterns, demonstrate that (a) bidirectional interaction between languages in the multilingual mind can occur even with intermediate proficiency in the L2 and (b) gesture analyses can offer insights on interactions between languages beyond those observed through analyses of speech alone.We gratefully acknowledge technical and financial support from the Max Planck Institute for Psycholinguistics and the Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO; MPI 56-384, The Dynamics of Multilingual Processing, awarded to M. Gullberg and P. Indefrey). We would also like to thank two anonymous SSLA reviewers for their useful comments.