Discusses the distinction between formal and contextual guessing of vocabulary in second-language learning. It is argued that formal guessing is more helpful and reliable than contextual guessing. (Author/VWL)

Reports on a study that compared, in two experiments, the learning rates of subjects learning semantically related and semantically unrelated new second-language words. The findings strongly suggest that students have more difficulty learning new words presented to them in semantic clusters than they do learning semantically unrelated words. (18…

Aimed to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners currently do to remember vocabulary learned. Questionnaires, interviews, and examination of student records were carried out. Some learners reported making interesting lists of various types, which differed according to the linguistic…

Argues that the process of recording newly encountered vocabulary items in a typical language learning situation can be improved through a computerized system of vocabulary storage based on database management software that improves the discovery and recording of meaning, subsequent retrieval of items for productive use, and memory retention.…

Investigates the relationship between second language learners' (L2) vocabulary size and their affix knowledge and attempts to find out the order of affix acquisition. Results show that L2 learners affix knowledge correlated with their vocabulary size and that affixes could be ranked in terms of accuracy order. (Author/VWL)

Explores the implications of the principles and parameters theory of Universal Grammar for language teaching. Classroom acquisition depends on the provision of appropriate syntactic evidence to trigger parameter setting, and certain aspects of vocabulary are also crucial. (33 references) (Author/VWL)

Discusses "Wordchip," a Computer-Assisted-Language-Learning software program that incorporates three design features intended to make the program more versatile and adaptable to the diverse needs of potential users. These features include (1) an extensive content base, (2) a selection system, and (3) a multienvironmental model. (JL)

Proposes a four-level descriptive procedure for determining whether second-language word associations are native-like. The new methodology provides an enhanced way of incorporating word associations into future investigations of vocabulary learning and assessment. (Author/VWL)

Presents Dr. Kato Lomb's conclusions about language acquisition, which agree with current theory: comprehensible input is central; grammar plays a peripheral role in language development. (Author/CK)

In this study, performance on Author and Magazine Recognition Tests were found to predict second-language vocabulary among high school English-as-a-Foreign-Language students in Korea. Reported free reading in English was also related to vocabulary development, but the effect of the author and magazine recognition tests was independent of free…

Focuses on how reading comprehension can be facilitated with a multimedia application for second language learning. Results indicate that a dynamic visual advance organizer does aid in overall comprehension and that annotations of individual vocabulary items consisting of both visual and verbal information help more than verbal information only.…

Examines the dividing line between a general service vocabulary (GSV) and a special purposes vocabulary (SPV) in English-as-a-Second-Language education, using frequency, test coverage, and range as criteria. Results found that GSV is more efficient for learning up to the 2,000-word level, above which SPV provides a better return for learning…

Discussed the individualization of vocabulary teaching in the ESL (English as a second language) classroom: (1) indirectly, through extensive reading, and (2) directly, through suitable vocabulary exercises. An experiment involving word frequencies is described that assessed the probable effectiveness of an indirect approach.

Attempts to identify a specific learning effect attributed to the use of concordance software by language learners. In a series of tests involving transfer of word knowledge to novel context, a small, consistent gain was found for words introduced through concordances.(25 references) (Author/CK)

Investigated vocabulary use in the writing of 65 secondary school multi-grade and multi first language intermediate English-as-a-Second-Language (ESL) learners at a Greater Vancouver public secondary school. Proposes systematic vocabulary instruction based on teacher-directed interaction and negotiation and psycholinguistic principles of word…