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...tructures, learners must first understand the meaning of utterances which these forms and structures encode. Claims regarding the role of production in ene learning process are based on observations (=-=Swain, 1985-=-) that learners' L2 comprehension in itself does not appear to be sufficient for their acquisition of L2 forms and structures. Swain notes that it is often possible for learners to understand the mean...

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...nterlocutors is seen as the context in which the L2 can best Se comprehended and produced. Claims regarding the contributions of comprehension to language learning (originating with Krashen, 1980 and =-=Long, 1980-=-; 1983; 1985) are based on both argument and evidence that exposure to a language is not sufficient for its acquisition. Thus, in order to recognize and eventually internalize L2 forms and structures,...

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...nder affects their L2 access and performance in ways which might impact on their language learning. The few studies which have addressed these questions, (e.g., Gass and Varonis, 1986; Markham, 1988; =-=Pica, Holliday, Lewis, and Morgenthaler, 1989-=-) have begun to shed light on gender-related differences in areas such as learners' strategies for L2 comprehension, their modification of interlanguage, and their interactional moves with L2 interloc...

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...nological, lexical, morphosyntactic, and discoursal features of th e language used by men and women (for example, by Labov, 1966 and 1984; and Wolfram, 1969 in the U.S.; Keenan, 1974 in Malagasy; and =-=Trudgill, 1972-=- in Britain). (3) Speech behaviors in evidence when men and women address each other in speech events (See, e.g., work by Brouwer, Gerritsem and deHaan, 1979 on ticket-selling transactions) and as the...

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...sk was distributed evenly between them, rather than held by one of them alone. The Jig-Saw task has been used in prior research on ESL learners and NS interlocutors (See, e.g., Doughty and Pica 1986, =-=Pica 1987-=-). In the present study, a picture sequence of cars was used for Round One of data collection and a sequence of houses was used for Round Two. Both of these tasks were pretested on NS-NS dyads. A vers...

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...ehavior of males and females and in the judgements made about it. Among the most illustrative studies axe those of 0 Barr and his associates (Conley, O'Barr, and Lind 1978, Lind, O'Barr, et al. 1979, =-=O'Barr and Atkins 1980-=-). Their comparisons of the speech of male and female courtroom witnesses have uncovered no gender-related differences among them. Instead differences in the witnesses' speech patterns appear to be ba...

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...ing the goal of this task was distributed evenly between them, rather than held by one of them alone. The Jig-Saw task has been used in prior research on ESL learners and NS interlocutors (See, e.g., =-=Doughty and Pica 1986-=-, Pica 1987). In the present study, a picture sequence of cars was used for Round One of data collection and a sequence of houses was used for Round Two. Both of these tasks were pretested on NS-NS dy...

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... how, and indeed, whether, learners' gender affects their L2 access and performance in ways which might impact on their language learning. The few studies which have addressed these questions, (e.g., =-=Gass and Varonis, 1986-=-; Markham, 1988; Pica, Holliday, Lewis, and Morgenthaler, 1989) have begun to shed light on gender-related differences in areas such as learners' strategies for L2 comprehension, their modification of...

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...of metaphoric and derogatory language used to describe females compared to males (e.g., by Spender 1980), to surveys on the prevalence of sexism in language teaching materials (Hartman and Judd 1978, =-=Porreca 1984-=-). (2) Phonological, lexical, morphosyntactic, and discoursal features of th e language used by men and women (for example, by Labov, 1966 and 1984; and Wolfram, 1969 in the U.S.; Keenan, 1974 in Mala...

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...d 1978, Porreca 1984). (2) Phonological, lexical, morphosyntactic, and discoursal features of th e language used by men and women (for example, by Labov, 1966 and 1984; and Wolfram, 1969 in the U.S.; =-=Keenan, 1974-=- in Malagasy; and Trudgill, 1972 in Britain). (3) Speech behaviors in evidence when men and women address each other in speech events (See, e.g., work by Brouwer, Gerritsem and deHaan, 1979 on ticket-...

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...language used to refer to men and women. Relevant research has ranged from studies regarding perceptions of males and females associated with the generic pronouns he and they (Frank and Anshen, 1983; =-=Mackay and Fulkerson, 1979-=-; Martyna, 1978), to work on the frequency and type of metaphoric and derogatory language used to describe females compared to males (e.g., by Spender 1980), to surveys on the prevalence of sexism in ...

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...n and women. Relevant research has ranged from studies regarding perceptions of males and females associated with the generic pronouns he and they (Frank and Anshen, 1983; Mackay and Fulkerson, 1979; =-=Martyna, 1978-=-), to work on the frequency and type of metaphoric and derogatory language used to describe females compared to males (e.g., by Spender 1980), to surveys on the prevalence of sexism in language teachi...

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...et-selling transactions) and as they carry out speech acts (See Wolfson and Manes, 1978 and 1980; and Wolfson ,1984 on compliments ). (4) Features of interaction such as topic initiation and control (=-=Fishman, 1983-=-), floor holding and turn taking (Edelsky, 1981), or interruptions and repair (Zimmerman and West, 1975). A number of studies on la nrage and gender has shown that gender in itself is not necessarily ...

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...rning contributions of the preceding tasks. This task, with its more open-ended, divergent goals, gives both interlocutors potentially equal control over information, but, based on previous research (=-=Holliday 1987-=-, 1988 and Pica 1987), appears subject to domination by the more L2 proficient, NS interactant. As shown in surveys by Pica, Falodun, Farrah, Kanagy, Unger, and Zhang, (1989) and Pica, Kanagy, and Fal...

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... Characteristics of the language used to refer to men and women. Relevant research has ranged from studies regarding perceptions of males and females associated with the generic pronouns he and they (=-=Frank and Anshen, 1983-=-; Mackay and Fulkerson, 1979; Martyna, 1978), to work on the frequency and type of metaphoric and derogatory language used to describe females compared to males (e.g., by Spender 1980), to surveys on ...

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...exism in language teaching materials (Hartman and Judd 1978, Porreca 1984). (2) Phonological, lexical, morphosyntactic, and discoursal features of th e language used by men and women (for example, by =-=Labov, 1966-=- and 1984; and Wolfram, 1969 in the U.S.; Keenan, 1974 in Malagasy; and Trudgill, 1972 in Britain). (3) Speech behaviors in evidence when men and women address each other in speech events (See, e.g., ...

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...r, learners' gender affects their L2 access and performance in ways which might impact on their language learning. The few studies which have addressed these questions, (e.g., Gass and Varonis, 1986; =-=Markham, 1988-=-; Pica, Holliday, Lewis, and Morgenthaler, 1989) have begun to shed light on gender-related differences in areas such as learners' strategies for L2 comprehension, their modification of interlanguage,...

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...han with a non-expert female speaker, a finding which is reminiscent of the native speaker research by O'Barr and associates. discussed above. Two L2 interaction-bned studies (Gass and Varonis, 1986; =-=Pica et al., 1989-=-) have also helped to illuminate the impact of interlocutor gender on the learner. These studies revealed that the pairing of learners with interlocutors of same or oppositc gender conditioned both th...