References to the term "incidental vocabulary learning" have become very commonplace not only in second language (L2) acquisition research, but also in empirical research into second and foreign language pedagogy, very often in contrast to "intentional language learning". The former term is associated with more natural language…

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

A role is proposed for the lexicon in the grammatical consciousness-raising (GCR) framework for second language teaching outlined by W. Rutherford and M. Sharwood Smith (1987, 1988). First, a lexical framework that offers a series of questions to help teachers discover the relevant semantic and pragmatic information associated with grammatical…

Describes an alternate lexico-semantic view of native language acquisition and adult second language learning that proposes that humans acquire and learn words, names, titles, expressions, sayings, and formulas as undifferentiated lexical items first and then develop systems to store and retrieve the lexemes and combine them into phrases and…

A distinction is drawn between representational and processing models of second-language acquisition. The first approach is derived primarily from linguistics, the second from psychology. Both fields, it is argued, need to collaborate more fully, overcoming disciplinary narrowness in order to achieve more fruitful research. (GLR)

Describes children's process of constructing their own knowledge by going through one level after another of being "wrong" and relates this process to reading. Describes six strategies children invent and discusses implications for teaching. (AS)

A learning theory is described that addresses the learning of lexical entries for certain predicational terms. The functioning of the theory is exemplified through a discussion of the learning schema, with particular attention to varying lexicalization patterns. (Contains 56 references.) (Author/LB)

Assesses the hazards of models of cognitive development and the positivist views of language that support them. Considers how alternative views of language and learning can help develop a method of teaching that views reading and writing as interpretation and the making of meaning. (RBW)

Argues that the comprehension of metaphor depends on recognition of the similarities and differences in the semantic features of the words representing both sides of the metaphoric equation. Suggests that inexperienced poetry readers are usually unable to analyze these semantic features without assistance. Outlines a strategy for helping these…

Looks at the ways grammar and vocabulary are interconnected and suggests some implications for language teaching. Suggests that language teachers focus on word patterns to encourage four aspects of language learning: understanding, accuracy, fluency, and flexibility. (four references) (Author/CK)

Analyzes second-language learners' processing of linguistic data within the target language, focusing on input and intake in second-language acquisition and factors and cognitive processes that affect input processing. Input factors include input simplification, input enhancement, and interactional modifications. Individual learner differences…

The difference between acquiring knowledge of a word's meaning and knowing a word well enough for it to aid in the comprehension of a text is investigated by reviewing the most recent findings in the field of vocabulary acquisition. The assumption that vocabulary items are learned through context when the meaning of unknown words can be gleaned…

Examines the listening process and delineates some of the strategies used by listeners to extract meaning from spoken input. The importance of listening comprehension development in second language acquisition is discussed, as are types of activities and listening materials which can be used to foster development of listening comprehension. (SED)

Language minority students filter what they hear in the classroom through their own anxieties at having to process and perform in a mainstream environment. An understanding of the principles of language development from the field of applied linguistics can help instructors work more effectively with language minority students. Several principles…

To answer important questions for educators concerning language skills, this paper argues that children must acquire new skills in order to process written language, and that the need for developing new skills stems from differences between oral and written language that are more fundamental than differences in mode. The paper first describes how…