Recent studies have shown that fluent reading of word lists requires additional skills beyond efficient recognition of individual words. This study examined the specific contribution of between-word processing (sequential processing efficiency, indexed by serial digit RAN) and subskills related to text-level processing (vocabulary and syntactic…

Background: Arabic is recognised as diglossic; one manifestation of diglossia is the co-existence of two varieties of the language used in different social settings: standard (or literary) Arabic (StA) and spoken Arabic (SpA). The study investigated the impact of lexical-phonological distance in Arabic (identical, cognate, unique, which are…

This paper investigates the effect of using L1 translations versus L2 definitions on the learning and testing of L2 vocabulary recognition knowledge. For this study, 48 Japanese L2 learners of English studied 200 lexical items from the academic word list (AWL) over a 10-week period. To support their learning, the participants were provided with…

In this article, teachers are reminded that their content subject areas require acquainting children with special words or symbols related to that subject area (e.g. mathematics or social studies). Because children can read well does not mean they would be understanding of any special reading skill required in a content subject area; that the…

The purpose of this research is to identify a core set of vocabulary used by native Urdu language (UL) speakers during dyadic conversation for social interaction and relationship building. This study was conducted in Karachi, Pakistan at an institution of higher education. This research seeks to distinguish between general (nonspecific…

A BASIC SPOKEN GERMAN VOCABULARY IS LISTED IN (1) ALPHABETICAL ORDER, (2) ORDER OF PARTS OF SPEECH, AND (3) ORDER OF FREQUENCY AND ORIGIN. THE SOURCE MATERIALS USED WERE GATHERED IN 400 TAPED INTERVIEWS AND 5,400 WRITTEN RECORDS OF SPONTANEOUS ASSOCIATION. FROM THE DATA GATHERED, EACH SPOKEN WORD OR WORD FORM WAS TRANSFERRED SINGLY AND IN CONTEXT…

Examines the assertion that any student at a second- to-third-grade level or beyond who can recognize the base form of a word will also recognize regularly inflected forms of the same word. Subjects are 54 average fourth graders and 56 poor readers in grades six through nine. (CM)

Outlines a method of determining which words should be selected as the basic vocabulary for French courses. Rather than using frequency as its criterion, this method defines lexical utility in terms of definition, inclusion, extension, and combination. The Quebec list and the Francais Fondamental are evaluated. (EJS)

Describes a computer program (for Apple II) that tests knowledge of four-letter words. The program, which includes four games and a dictionary, can be used in one of two modes (inquiry or game) by students at any level depending on version of dictionary selected. Dictionary operations and classroom applications are discussed. (JN)

A description of the lexicological technique of converting from the traditional system of 214 radicals to a new system of 189 radicals under the following headings: elimination, merger, additions, form changes, split. The list of radicals presented here is taken from the Xinhua Zidian (73), currently the most popular dictionary in China. (AMH)

To help children develop a concept of "words," this document introduces parallels from languages other than English so that children, especially those learning English as a second language, can become aware of similarities across languages and recognize links between their first language and English. Answers to questions often asked by…