Second language teaching in Germany, as described in this article, follows the "moderate direct method" and has the principle aim of enabling the students to express their own ideas in the foreign language. (FWB)

Emphasizes the importance of students' vocabulary development in content areas and the responsibility of all teachers to provide such instruction. (RW)

Explains how a teaching strategy using toys can develop verbal skills in young children. (DR)

Three activities designed to increase the reading, writing, and vocabulary levels of hearing impaired students (elementary through middle school level) are described. Activities focus on such tasks as recognizing similar attributes among objects, using comic books to understand story elements, and constructing definitions after reading and…

Examines strategies a reader of a foreign language uses to identify unknown words in context and if there is a hierarchy of application. Includes recommendations concerning foreign language acquisition skills which will allow the foreign language student to possess vocabulary independently. (EKN)

Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…

Exercises with numbers designed to hold the interest of a heterogeneous group of adult students are described. They include games about age, counting, and cards. Meaningful content and active, interested participation are features of the techniques. (MSE)

Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)

Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Evaluates the use of self-instructional learning packages using a visual image approach for teaching the technical language of five trade areas to learning handicapped high school students enrolled in regular vocational education classes. (FL)

Describes an integrated, holistic approach to vocabulary development. (AEA)

Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)

Imagery and sentence versions of the key word method of vocabulary learning were contrasted with three nonkey word verbal-contextual alternatives using strict, intermediate, and lenient scoring criteria. Definition learning in the key word conditions, imagery more so than verbal, was superior to learning in all nonkey word conditions, especially…