Early conceptions of aptitude were concerned with explicit learning abilities in formal learning settings, which according to MLAT (Modern Language Aptitude Test) were measurable based on a phonemic coding ability, an inductive learning ability, an associative memory, and a grammatical sensitivity (Carroll, 1962). However, recent understanding on…

The present paper aims to achieve a better understanding of the process of vocabulary acquisition by examining the development of lexical knowledge in both classroom and study abroad contexts. Taking Ife, Vives Boix, and Meara's (2000) study as a starting point, this study attempts to determine whether development in both levels of vocabulary…

Although the Word Associates Format (WAF) is becoming more frequently used as a depth-of-knowledge measure, relatively little validation has been carried out on it. This report of two validation studies tackles various important WAF issues yet to be satisfactorily resolved. Study 1 conducted introspective interviews regarding students' WAF…

If Anglophone students are to read French at an adult level, they must not only acquire a selected small vocabulary but also be trained to interpret words creatively within a context in order to use their vocabulary. Instruction should include exercises to foster this creativity. (MSE)

If a student is to develop reading comprehension, he must possess and activate a number of linguistic and cognitive skills. He comes to the text with certain expectations and uses a cyclical process of sampling, predicting, testing, and confirming to understand it. The overall goal of reading instruction is to produce motivated, independent,…

This paper describes the rationale for development of a self-instructional program using the bilingual-dichotic method, which accelerates the learning of foreign words. First, ways of learning vocabulary and the use of bilingual word lists for direct instruction with beginners are noted, and criteria are given for selection of words. Differences…