COMPREHENSION PLAYS A KEY ROLE IN THEprocess of second language (L2) acquisition. Although current theories of second language acquisition differ in specifics, all take into account the role of comprehension in the processing, storage, and retrieval of linguistic input, and its influence on the development of a learner's second language. 1 However, despite this general agreement on the importance of L2 comprehension, little fundamental research has been conducted.In recent years, the fields of cognitive psychology, artificial intelligence, and linguistics have combined efforts in developing theories of comprehension based on learners' ability to draw on their existing world knowledge. * This work has led to the idea of scripts as an essential framework for comprehension. Some researchers have begun to investigate how script theory applies to second language acquisition, particularly with reference to the reading process.3 Other scholars suggest that the same theories probably apply to the listening process, but systematic investigation of these issues is still lacking.' In fact, the L2 listening comprehension literature over the past two decades includes only a small number of empirical studies in a few basic areas, such as delay in oral production, and the effects of expanded (slowed) speech and simplified speech (Foreigner Talk) on comprehension.5 Nevertheless, a plethora of recent articles has appeared in support of various techniques for teaching and testing L2 listening comprehension.6 Although such articles focus attention on the importance of listening comprehension in the L2 acquisi-The Modrm Language Journal, 73, i (1989) 0026-7902/89/000110~32 $l.50/0 "1989 The Modern Languagc Journal tion process, and reinforce the point that listening comprehension is a teachable skill, most lack a solid theoretical basis upon which an understanding of how and why comprehension is important can be established.Because research in cognitive psychology and L1 reading has substantiated the major role played by the learner's background knowledge in the comprehension process, enormous potential exists for transfer of such theory to L2 listening. The purpose of the present article is to point out the need for research in L2 listening, to highlight recurring themes in the literature on background knowledge, and to show the probable importance of those themes to L2 listening. Specifically, scripts are an essential component of comprehension, and research must be conducted that can begin to explain how and why script-based comprehension is important to second language acquisition. Only through such an understanding can we measure andor predict how successful various classroom techniques might be.

A number of recent studies in L1 listening comprehension have shown that background knowledge plays a crucial role in the comprehension process. The purpose of the present article is threefold: (a) to review the literature on background knowledge, (b) to present the findings of pertinent L1 and L2 research, and (c) to report the results of a preliminary study of L2 listening comprehension and background knowledge.

The changing demographics of many communities has created a need for individuals and agencies to understand the many cultures represented by Hispanics in the United States. Advanced college‐level students of Spanish experienced U.S. Hispanic cultures first hand, through participation in a community‐based experiential course with a service‐learning option. Results of a qualitative study indicate that subjects enrolled in the course formed positive and accepting attitudes toward Spanish speakers and their cultures, regarded their cultural experiences as worthwhile, and found a sense of fulfillment through contacts with native speakers of Spanish in the community. There was also evidence of a strong link between participation in service‐learning activities and academic achievement in Spanish.

The U.S. nursery and landscape industry generates 1.9 million jobs and had an annual payroll of greater than $3 billion in 2002, yet little is known about nursery and landscape workers. This lack of information is even more pressing considering that labor generally accounts for greater than 40% of production costs and 31% of gross sales. Labor shortages, immigration reform, and legal status of employees are widely reported as the industry's most critical issues. We hypothesized that relevant data regarding the nursery industry workforce may raise an appreciation of the industry's diversity, increase political power and public awareness, and help stakeholders evaluate policy decisions and plan corrective strategies in a more informed manner. A total of 4466 self-administered questionnaires were sent in 2006, attempting to reach 30 nurseries in each of nine states with 1561 returned (35% response rate). Hispanics constituted 70% of the average nursery workforce, including general laborers (76%), crew leaders (61%), and sales/managers (others) (21%). Across firms, labor retention was less than 51% after 5 years and only 22% of employees understood English, raising questions regarding availability and access to training. Sixty percent of nursery employees had not received work-related training, although 81% of men and 72% of women were interested, and an association between training and employee retention existed. The highest rated training topic of interest was English/Spanish (respective of Spanish/English primary language respondents). There was a positive correlation between developing fluency and worker turnover, making the laborer attrition rate even more unfavorable for employers who not only lost employees with acquired experience, but also with acquired English skills.

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