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The paper offers a model of language development, first and second, within a processing perspective. We first sketch a modular view of language, in which competence is embodied in the processing mechanisms. We then propose a novel approach to language acquisition (Acquisition by Processing Theory, or APT), in which development of the module occurs as a natural product of processing activity, without any acquisition mechanisms as such. The approach is illustrated and explicated through examples of the development of content words, derivational morphology, the functional category I with its variable features, and Case and thematic roles, as well as apparent cross-linguistic variation in processing strategies and the status of bootstrapping in the model. We then examine some possible applications to issues in second language acquisition--noticing the gap, the initial state, transfer, and the apparent limits of SLA--and finally offer a broader perspective on the model: its scope, its relations to other approaches, and its possible limits.

To begin with, we thank the commentators for their remarks, which both intrigued and challenged us in various ways. Time and space limits prevent us from doing justice to all the points they raised, so we will focus on those we consider most significant and are best prepared to deal with. One of these points, of course, is the overall character and status of our proposal. Pienemann terms Acquisition by Processing (APT) "an interesting point of departure" (p. 38) for the development of a theory of acquisition and processing. Harrington and Carroll say in effect that it can't be done; others seem more open to the possibility. In any case, we quickly accept Roeper's suggestion that what we have presented is more a "prole-gomena" (p. 21) to a theory than a full-fledged theory in itself.

An attempt is made to describe second language behavior and language transfer in cybernetic terms. This should make it possible to translate language into machine language and to clarify psycholinguistic explanations of second language performance. (PMJ)

An account of code-switching should be a direct consequence of an understanding of representation and processing in the individual mind, rather than a separate domain of its own. In the absence of such an account, most studies have developed hypotheses strictly within a specific research domain. This paper seeks to apply to code-switching a reasonably well-developed account of the multilingual mind, the MOGUL framework, within which more specific accounts can be developed. After briefly summarizing the framework, we describe representation and processing as realized in MOGUL, focusing on aspects having particular relevance to code-switching, including social factors involved in switching but as seen in terms of their place in a cognitive system. We then show how a promising approach to code-switching can be derived from this general framework. Some specific examples of code-switching are analyzed, though the primary goal is to show the merits of a broader perspective. [ABSTRACT FROM AUTHOR]

For some time second language acquisition researchers have been interested in the idea that various systematic characteristics of a target language can be highlighted in such a way as to facilitate learning. However, apart from persistent methodological obstacles, research has been handicapped by the lack of a theoretical framework of sufficient power to analyse and explain the effects of such 'input enhancement'. The advantages of such a framework are discussed here with particular reference to the Modular Online Growth and Use of Language framework (Truscott and Sharwood Smith 2004). The discussion covers the difficulties encountered by researchers trying to identify the processes that take place within the learner when given aspects of speech and writing are somehow converted into new knowledge. The basics of the framework are discussed and applied to concepts familiar from the second language acquisition literature also making reference to some established language teaching approaches and techniques. [ABSTRACT FROM AUTHOR]

The investigation and discussion of metalinguistic ability requires a firm theoretical foundation if it is to contribute to a proper account of its role in L1 and L2 performance. A framework for elaborating more rigorous accounts of this and other major issues of language acquisition and performance will be presented here as a prerequisite to discussing the role of metalinguistic knowledge. In this framework, language performance is seen as involving two parallel language systems, one subserved by systems largely controlled by the principles of Universal Grammar (UG), the other, a metagrammar, existing outside the UG-controlled zone. To all intents and purposes they are quite divorced from one another but somehow have to act in concert to serve the various aims of the speaker. [ABSTRACT FROM AUTHOR]

Editorial. Presents an article describing the history of the 'Interlanguage Studies Bulletin, Utrecht.' Founders of the periodical; Development of the undergraduate program in second languange acquisition studies at Utrecht University in the Netherlands; Model used for the periodical.