In just several decades of its existence, the field of second language research has not only changed the way we think about the teaching and learning of a second language, but has also reshaped our knowledge of human languages in general. The broadly-defined theme for the annual meeting of the Second Language Research Forum held in Madison, Wisconsin, USA in September, 2000 - Second Language Research: Past, Present, and Future - was selected to encourage the discussion of a wide range of issues that comprise this dynamic and rapidly growing field. The participants in the forum reexamined classic problems associated with second language acquisition (SLA), demonstrated the application of current advances in the field from a variety of perspectives, and pointed to advances in this vast area of inquiry known as "second language research."

The 16 peer-reviewed papers included in this proceedings provide an accurate representation of the major themes of SLA research presented at the conference. The papers fall into four broad categories that represent the past, present, and future of SLA research. These are papers addressing phonological and syntactic approaches toward SLA research (I); papers investigating SLA from the perspective of cognitive psychology (II); papers that examine the practices of teachers and students in the second and foreign language classrooms (III); and finally, papers concerned with research methodology and terminology (IV). The introduction can be found on our web site at http://www.cascadilla.com/slrf2000.html along with easy on-line ordering and details on all of our linguistics titles.

CONTENTS

I. Formal Investigations of SLA

L2 Acquisition of English Liquids: Evidence for Production Independent from Perception Laura Catharine Smith, 3-22

Is L2 Learning the Same as L1 Learning? Learning L2 Phonology in Optimality Theory Kimberly A. B. Swanson, 23-41

Japanese Learners' Acquisition of English Motion Verbs with Locational/Directional PPs Shunji Inagaki, 42-54

The Initial State of L3A: Full Transfer and Failed Features? Yan-kit Ingrid Leung, 55-75

L1-Russian Children Learning English: Tense and Overgeneration of Be Tania Ionin and Ken Wexler, 76-94

II. Cognitive Accounts of SLA

Against Isolationism: Cognitive Perspectives on Second Language Research Ellen Bialystok, 97-103

L1 Attrition of Verbal Morphology in Bilingual Children and Adults Agnes Bolonyai and Lida Dutkova-Cope, 104-123

Translation-Equivalent Priming and Second-Language Proficiency Mira Goral, Loraine K. Obler, Elaine C. Klein, and Martin R. Gitterman, 124-143

The Role of Working Memory in Language Aptitude Yuki Yoshimura, 144-163

III. SLA in the Classroom

Non-Participation, Imagined Communities, and the Language Classroom Bonny Norton, 167-180

Learner Investment in Second Language Writing Paul D. Russell and Jean Yoo, 181-196

Recasts and Learner Uptake in Japanese Classroom Discourse Mariko Moroishi, 197-208

Corrective Feedback, Learner Uptake, and Teacher Beliefs: A Pilot Study Ana Oskoz and Judith E. Liskin-Gasparro, 209-228

Corrective Feedback in Second-Language Acquisition: Towards an Integrated Model Tony E. Macheak, 229-248

IV. Methodological Issues

Triangulation in ualitative SLA Research on Interlanguage Pragmatics Margaret A. DuFon, 251-270

Linguistic Simplification: Past, Present and Future Links to Second Language Acquisition Kimberly L. Geeslin, 271-291