As a teacher of an intensive class for college-level students that focuses on learning the Test of English for International Communication (TOEIC) vocabulary, Kelly Keegan wanted to create and play vocabulary-review games that encourage flexibility and spontaneity in authentic contexts. This article describes how she created games that give…

In multilingual Australian classrooms, one of the biggest challenges for culturally and linguistically diverse (CALD) learners is mastering the academic language they need to succeed at school. Unlike everyday language, academic language refers to the abstract, complex and challenging language that students need to understand, evaluate, synthesise…

For this dissertation, teacher linguistic awareness (TLingA) involves teacher linguistic knowledge, teacher language awareness (TLA), and teacher cognition for second language (L2) teachers. Teacher linguistic knowledge is an understanding of how language functions and is compiled within the different areas of linguistics. And TLA is the knowledge…

This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is…

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students' language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of…

This study compared two groups of high school students in their learning of a third-year Mandarin level 3 class under two conditions: an intensive four-week (85.5 hours) summer program and a 22-week (88 hours) regular semester program. Students in both conditions had been classmates through four semesters of Mandarin instruction and had similar…

A supplementary reader and skits for a basic course in Persian are presented that are designed for use in the Defense Language Institute's intensive programs for native English language speakers. The collection of skits is written about everyday activities of the Persian people. The places and situations, as well as the language, have been chosen…

A glossary and notes that accompany an advanced reading text for a basic course in Persian are presented. The course is an intensive program for native English speakers offered by the Defense Language Institute. Idiomatic phrases and sentence structures are explained and special grammar and cultural notes are included. A number of lexical items…

A supplement is presented to volumes one, two, and three of a basic course in Persian that is designed for use in the Defense Language Institute's intensive programs for native English speakers. Part one introduces the student to a phonemic transcription which is derived from the International Phonetic Alphabet (IPA). Part two applies the modified…

This text, prepared by the Defense Language Institute (DLI), is a dictionary of idioms which lists 621 words, phrases, and expressions frequently used in newspapers, magazines, and literary works published in North Vietnam. It is intended for use as a reference work for DLI courses in Vietnamese. Entries are listed alphabetically, translated, and…

An advanced reading text designed for use with a basic course in Persian offered by the Defense Language Institute is presented. The course is an intensive program for native English speakers. The book, which is an adaptation of material originally developed in Iran, is used when the students have completed volumes one to eight. The material is…

The first of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs. The course, employing the audiolingual methodology, is designed to train native English speakers to level three proficiency in comprehension and speaking and level two proficiency in reading and writing…

The second of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. The central feature of the daily lesson is the structured dialogue, which systematically incorporates a number of grammatical features. Grammar is not explained through…

The third of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. The central feature of the daily lesson is the structured dialogue, which systematically incorporates a number of grammatical features. Grammar is not explained through…