The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

Discusses the need to strengthen vocabulary teaching in second language instruction. Describes a methodology based on the model of lexicon proposed by structural semantics, and illustrates this methodology with exercises in French and Italian. (EKN)

Foreign language teaching concentrates on phonology, morphology and syntax, to the neglect of semantics and vocabulary. The method of teaching meaning that is proposed here is based on the concepts of "contextual" semantics. An experiment in the use of the method is also briefly described. (KM)

In a review of two decades of vocabulary research, it is noted that vocabulary has moved from "poor relation" to "guest of honor" status in language teaching. Research areas include specialized bibliographies, vocabulary acquisition, vocabulary teaching, course materials, and lexicography. Future research directions are suggested, including…

This study examines the relationship between ESL learners' depth of vocabulary knowledge, their lexical inferencing strategy use, and their success in deriving word meaning from context. Participants read a passage containing 10 unknown words and attempted to derive the meanings of the unknown words from context. Introspective think-aloud…

Outlines an approach to vocabulary selection for computer-assisted language instruction that presents target language lexical items not as individual entities but as elements in a variety of semantic, morphological, morphosemantic, pragmatic, and interlinguistic relationships. (Author/MSE)

Investigates a pedagogical approach to identifying and bridging the gap between cultural prototypes in second language lexical meaning acquisition. Within the framework of prototype theory and a sociocultural perspective,argues that lexical meaning is culturally situated and the teaching and learning of a culturally loaded word may be achieved by…

Presents descriptions and examples of processes used by French-as-a-Second-Language instructors to teach vocabulary, reporting qualitative analyses of classroom transcripts and pedagogical materials used to teach. Teachers emphasized semantic aspects of lexis; lexical instruction in analytic and experiential classes was characterized by similar…

This study investigated sensitivity to morphological, semantic, and syntactic cues to grammatical gender among 64 students of college-level Italian. Results showed sensitivity to cues in word-final phonemes, but low awareness of gender associations of derivational suffixes. Students had more difficulty dealing with multiple cues, particularly when…

Presents a classification scheme for reading-related exercises advocated in English-as-a-Foreign-Language textbooks. The scheme proposes a hierarchy of the degree and type of mental processing required by various vocabulary exercises. The categories of classification are selective attention, recognition, manipulation, interpretation and…