Since its inception, form-focused instruction (FFI) has been associated with grammar, with only a handful of studies examining its potential for vocabulary development (e.g., Laufer, 2006). Meanwhile, there has been an unresolved dispute between the two approaches of Focus on Form (FonF) and Focus on Forms (FonFs) in terms of their degree of…

This paper presents firstly a set of seven principles that lie behind the development of a vocabulary learning resource destined for French learners of English in higher education, and secondly an experiment investigating the use of narrative as a device to facilitate recall of target words. The seven principles can be combined in different ways,…

The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that…

The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated) and advance organizers (descriptive versus question) in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL). Additionally, the study investigated…

Commentary on an article presented in a previous issue of this journal titled "'To Gloss or Not to Gloss': An Investigation of Reading Comprehension Online." The commentary is supportive of the conclusions drawn in the original article and offers arguments to spur serious research on the topic of glossing in the future. (Author/VWL)

Presents an experiment concerning the relative effectiveness of computer assisted comprehension practice and production practice in the acquisition of a second language. Results show that the output-focused group performed significantly better than the input-focused group for the production of Japanese honorifics and equally well for the…

Investigates how the signaling-mode of electronic glosses in online texts influences the user's reading process, incidental vocabulary learning, and text comprehension. Indicates that when reading a text with highlighted hyperlinks, readers are significantly more willing to consult the gloss. (Author/VWL)

Considers how to bring foreign language students with limited vocabulary knowledge, consisting mainly of high-frequency words, to where they can comprehend authentic texts in a target domain. Proposes bridging the vocabulary gap by determining which word families account for 95% of the target domain's running words, and having students learn these…

Investigated effects of multimedia reading software on reading comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during reading of text on the computer screen. They read text under one of three conditions: full glossing, limited glossing, no glossing. Suggests computerized reading…

Discusses how second-language reading research is focusing increasingly on the cognitive processes involved in reading--the interaction of lower-level, bottom-up processes such as vocabulary acquisition with high-level, top-down processes such as activating prior knowledge. This knowledge is combined with current research on learning with…

Investigates the potential role of Internet resources as a means to gain a deeper sense of the culture of the Spanish-speaking world for college students. Data collected demonstrate that the Web is a suitable tool to increase language and cultural knowledge, as well as a means to increase motivation. Pedagogical implications are discussed.…