THE CURRENT STATE OF INTERLANGUAGE -- Title page -- Copyright page -- Table of contents -- The current state of interlanguage: Introduction -- Acknowledgments -- Notes -- References -- Prominence in applied linguistics: Bill Rutherford -- References -- I-interlanguage and typology: The case of topic-prominence -- Introduction -- Chinese-English interlanguage and topic-prominence -- Conclusion -- Acknowledgment -- Notes -- References -- Universals, SLA, and language pedagogy: 1984 revisited -- Pro-Drop -- Verb Raising -- Reflexive Binding -- Notes -- References -- Learnability, pre-emption, domain-specificity, and the instructional value of "Master Mind" -- Introduction -- A "Master Mind" tutorial -- "Master Mind" and SLA theory -- Conclusion -- Notes -- References -- Why we need grammar: Confessions of a cognitive generalist -- References -- Chasing after linguistic theory: How minimal should we be? -- Notes -- References -- The irrelevance of verbal feedback to language learning -- Introduction -- Motivating feedback in a theory of language learning -- The interpretation of feedback -- Conclusions -- Acknowledgments -- Notes -- References -- Indirect negative evidence, inductive inferencing, and second language acquisition -- Introduction -- Defining indirect negative evidence -- Method -- Results -- Discussion -- Conclusion -- Acknowledgments -- Notes -- References -- The negative effects of 'positive' evidence on L2 phonology -- Introduction -- Access to the phonological principles and parameters of UG -- Input and language acquisition -- The negative effects of orthographic input -- The L2 acquisition of syllable structure -- Input and ultimate attainment -- Conclusion -- Acknowledgments -- Notes -- References -- German plurals in adult second language development: Evidence for a dual-mechanism model of inflection -- Introduction.

A short description of the German plural system -- Noun plurals in adult L2 learners -- Summary and conclusion -- Acknowledgments -- References -- Universal Grammar in L2 acquisition: Some thoughts on Schachter's Incompleteness Hypothesis -- Introduction -- Universal principles on the basis of L1 -- Biology in L2 acquisition -- Conclusion -- Notes -- References -- Acquiring linking rules and argument structures in a second language: The unaccusative/unergative distinction -- Introduction -- Theoretical background -- Syntax-semantics interfaces -- Issues of learnability -- The relevance of second language acquisition data -- Conclusions -- Notes -- References -- Data, evidence and rules -- Introduction -- Background -- Data vs. evidence in L2A -- Eubank: What kind of evidence? -- Schwartz: What kind of data? -- Beck: What rules? -- Conclusion -- Notes -- References -- Markedness aspects of case-marking in L1 French/L2 English interlanguage -- Introduction -- Case-marking configurations -- A markedness account for the acquisition of case -- Conclusion -- Notes -- References -- Language transfer: What do we really mean? -- Introduction -- Control structures -- Acquisition of Wh-structures -- Conclusion -- Notes -- References -- Age before beauty: Johnson and Newport revisited -- Problem 1: Method -- Problem 2: The stimuli -- Problem 3: How universal is universal? -- Bialystok and Hakuta's re-analysis -- Conclusion -- Acknowledgments -- Notes -- References -- Style-shifting in oral interlanguage: Quantification and definition -- Introduction -- The concept of style -- The explicitness-implicitness dimension -- A theoretical explanation of the implicitness/explicitness factor -- Conclusion -- Acknowledgment -- Notes -- References -- Observations of language use in Spanish immersion classroom interactions -- The study -- Acknowledgments -- Notes.

References -- Some neurolinguistic evidence regarding variation in interlanguage use: The status of the 'switch mechanism' -- New evidence -- Models of language switching -- Evidence for the production of context-dependent language -- Interlanguage 'switching' -- Acknowledgments -- Notes -- References -- Beyond 2000: A measure of productive lexicon in a second language -- Learning vocabulary means an increase in the vocabulary size -- Examining vocabulary learning requires measuring the productive lexicon -- Lexical Frequency Profile-a measure of productive vocabulary -- Beyond 2000-a more convenient measure -- Using the 'beyond 2000' measure -- Conclusion -- Acknowledgments -- Notes -- References -- A first crosslinguistic look at paths: The difference between end-legs and medial ones -- Introduction: Basic features of paths -- The utility of paths -- Differences between Pend and Pmedial in Portuguese and German -- Conclusions -- Acknowledgements -- Notes -- References -- Index.