Examined the effects of semantic and structural elaboration on second language lexical acquisition. English-speaking low-intermediate Spanish learners attempted to learn 24 new Spanish words in three conditions. Results provide evidence that increased semantic processing can inhibit the ability to encode the formal properties of new words.…

The study reported in this article describes second language (L2) vocabulary learning outcomes associated with adult L2 reading comprehension processes, thus connecting L2 learning with the complex cognitive and linguistic processing involved in reading. The study aimed to determine whether background knowledge moderated the relationship between…

The natural process of learning language is to concentrate on what we mean, not only on how we are saying it. What we mean is dependent upon the context in which we speak. This context in turn depends on the society or the speech-community in which our speech act takes place. To be a member of a speech community is to know what language behavior…

There are various types of dictionaries, depending on the goals for which a dictionary is compiled. The main intention of a bilingual dictionary is to indicate the semantic equivalence of the lexical items of two languages. Bilingual dictionaries are used primarily for two purposes: a speaker of the target language uses the dictionary in order to…

Cautions against a "synonymic" or "structural-semantic" approach to constructing texts and in reading them. Concern over matching each foreign word with a native-language word results in limiting the vocabulary of the text and the student's knowledge. Speech-act theory suggests a more flexible approach. (IFS/WGA)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

Discusses the teaching of Russian aspect in terms of the use of the perfective and the social ramifications and perceptions conveyed by its use. The student must be made aware of the importance of implications of statements in Russian. (CHK)

Discusses research which suggests that language learning occurs by learning the regularities inherent in the semantic system and not by learning any regularities present in the syntax system. (EKN)

This paper asserts that while predicting in listening is a very important listening skill and listening habit, English language learners are often reluctant to use prediction. It recommends that teachers should work to cultivate students' predicting ability so that the students can form a natural and effective listening habit and can predict based…

Discusses both the interference from language categories in language learning and the methodology of linguistic anthropologists in discovering and describing language categories which lack the formal characteristics of grammatical categories; this amounts to analysis of semantic components. (Author/JM)