プール パーカー ジャスティン

Dialogue journals are a means of continual written communication between two participants. This paper explores their effect on a language learners' ability to write at length in a set amount of time as well as whether increases in the learners' confidence in writing and/or reading ability can be seen. Student improvement was measured both quantitatively (through word counts of timed journal-writing sessions) and qualitatively (through surveys of the learners' confidence in reading and writing taken before and after the study). Learners showed an overall improvement in ability to write at length and increases in both reading and writing confidence. Additionally, learners spoke of language learning strategies that aided their language learning endeavors.

An understanding of development and composition of a learner's interlanguage (Selinker, 1972) is vital to improving our understanding of both how the individual learner learns through the foreign language and also how to best teach the learner. This paper is an exploration of the interlanguage of two adult Japanese speakers of English. The participants' use of the third person singular -s morpheme is put under the microscope as we look closely at the types of errors made by learns and also why those errors develop. This investigation looked at both the omission of the -s morpheme and a form, (subject) is (verb) that showed up frequently in the learners' interlanguage.