The chapter discusses various aspects of language learning, focusing on the design and implementation of educational tools and strategies. Key points include: 1. **Textana**: A software tool designed to help learners correct grammatical errors in German text, with a detailed discussion on the grammar coverage and its implications for second language acquisition (SLA). 2. **Cultural Teaching in French**: The necessity of teaching cultural aspects of French, such as the use of "tu" and "vous," and the importance of relevant cultural material in language learning. 3. **Liaison in French**: An examination of the historical and linguistic aspects of French liaison, and practical advice for teachers based on the differences between theoretical rules and actual usage. 4. **Nihongo Partner**: A multimedia program designed to bridge the gap between laboratory practice and real conversation, enabling students to master dialogues and facilitating effective role-plays in class. 5. **L2 Acquisition and obligatory head movement**: An experimental study on how English-speaking learners of German handle thematic verb raising, suggesting that less advanced learners exhibit different response patterns compared to more advanced learners. 6. **Autonomous Learning in Multimedia Environments**: The role of social structure and technology in promoting autonomous learning, with a focus on the importance of metacognition and adaptability in computer-based learning. 7. **Incidental Language Learning**: A descriptive study on how students use multimedia for self-study, showing that interactive features enhance vocabulary learning. 8. **Prior Knowledge and Topic Interest in L2 Reading**: An investigation into how prior knowledge and topic interest affect second language reading comprehension, highlighting the complex relationship between these factors. 9. **Listening Strategies in EFL**: A study on the listening strategies used by Chinese learners of English, finding that more advanced learners use a greater number of strategies effectively. 10. **Zone of Proximal Development and i+1**: A critical review of the relationship between Vygotsky’s Zone of Proximal Development and Krashen’s i+1 hypothesis, arguing that they are incommensurable and suggesting a need for a new theoretical framework. 11. **Learning Strategies in Multimedia Contexts**: An exploration of learning strategies in multimedia environments, emphasizing the importance of metacognition and adaptability. 12. **Reflexive Binding in L2 Acquisition**: An experimental study on the acquisition of English reflexives by adult Japanese speakers, suggesting that learners have direct access to Universal Grammar (UG) binding theory. 13. **Interlanguage Construction**: A model of interlanguage as language contact, treating interlanguage structures as projections of lexical substructures from three linguistic systems in contact. 14. **Text-Based Tasks and Vocabulary Acquisition**: A study on how text-based tasks and background knowledge influence incidental vocabulary learning, showing that generative processing enhances vocabulary gains. 15. **Self-Instruction and Success**: A learner-profile study on the relationship between solo foreign language learning and achievement, suggesting that self-instruction can beThe chapter discusses various aspects of language learning, focusing on the design and implementation of educational tools and strategies. Key points include: 1. **Textana**: A software tool designed to help learners correct grammatical errors in German text, with a detailed discussion on the grammar coverage and its implications for second language acquisition (SLA). 2. **Cultural Teaching in French**: The necessity of teaching cultural aspects of French, such as the use of "tu" and "vous," and the importance of relevant cultural material in language learning. 3. **Liaison in French**: An examination of the historical and linguistic aspects of French liaison, and practical advice for teachers based on the differences between theoretical rules and actual usage. 4. **Nihongo Partner**: A multimedia program designed to bridge the gap between laboratory practice and real conversation, enabling students to master dialogues and facilitating effective role-plays in class. 5. **L2 Acquisition and obligatory head movement**: An experimental study on how English-speaking learners of German handle thematic verb raising, suggesting that less advanced learners exhibit different response patterns compared to more advanced learners. 6. **Autonomous Learning in Multimedia Environments**: The role of social structure and technology in promoting autonomous learning, with a focus on the importance of metacognition and adaptability in computer-based learning. 7. **Incidental Language Learning**: A descriptive study on how students use multimedia for self-study, showing that interactive features enhance vocabulary learning. 8. **Prior Knowledge and Topic Interest in L2 Reading**: An investigation into how prior knowledge and topic interest affect second language reading comprehension, highlighting the complex relationship between these factors. 9. **Listening Strategies in EFL**: A study on the listening strategies used by Chinese learners of English, finding that more advanced learners use a greater number of strategies effectively. 10. **Zone of Proximal Development and i+1**: A critical review of the relationship between Vygotsky’s Zone of Proximal Development and Krashen’s i+1 hypothesis, arguing that they are incommensurable and suggesting a need for a new theoretical framework. 11. **Learning Strategies in Multimedia Contexts**: An exploration of learning strategies in multimedia environments, emphasizing the importance of metacognition and adaptability. 12. **Reflexive Binding in L2 Acquisition**: An experimental study on the acquisition of English reflexives by adult Japanese speakers, suggesting that learners have direct access to Universal Grammar (UG) binding theory. 13. **Interlanguage Construction**: A model of interlanguage as language contact, treating interlanguage structures as projections of lexical substructures from three linguistic systems in contact. 14. **Text-Based Tasks and Vocabulary Acquisition**: A study on how text-based tasks and background knowledge influence incidental vocabulary learning, showing that generative processing enhances vocabulary gains. 15. **Self-Instruction and Success**: A learner-profile study on the relationship between solo foreign language learning and achievement, suggesting that self-instruction can be