Examines second-language vocabulary knowledge and acquisition by reviewing research on levels of lexical proficiency and on qualitative differences in the oral and written communication of French immersion students as compared to that of their francophone peers. Argues for improved vocabulary instruction in immersion programs. (MDM)

Compares 39 native teachers' and 41 native nonteachers' perception of elementary learners' spoken Japanese. Interviews between a native speaker and a learner were audiotaped, and the 80 natives evaluated them according to grammar, fluency, vocabulary, appropriateness, comprehensibility and pronunciation. Results indicate teachers are more critical…

Addresses the question of how computer-assisted language learning should be designed to promote second language lexical fluency. The discussion reviews findings in the psychological literature concerning the nature of lexical development, the transfer of appropriate learning, and the conditions that promote automaticity in skilled performance. (43…

Reviews studies on the representation of words and their meanings in bilingual memory. The roles of the following variables in bilingual memory organization are discussed: the level of proficiency in the second language (L2), the strategy of learning the L2, the interval between previous and current use of L2, and the L2 learning environment. (43…

Describes a university-level English-as-a-Second-Language program that includes integration of text and film that bolsters the extensive reading process. Criteria for the selection of resource materials included a challenging vocabulary, an interesting plot, compatibility of film and text version, and universal themes. Integrating books and films…

This article uses diary data to examine a British learner's self-study experience of Hungarian, with reference to lexis. From this learner's experience, it is suggested that building a working lexicon is the single most important task facing the learner. (40 references) (MDM)

Discusses problems inherent in the content of modern language syllabuses. True communication occurs when the focus of classroom activities is on the message. The success of the lesson derives from the quality of the presentation and, crucially, the vocabulary list and the pupils' prior knowledge of the concepts underlying the content. (six…

Articulatory precision and fluency criteria for identifying formulaic expressions, sublexical forms, and target lexemes in linguistic productions are defined and applied to the analysis of two Danish children's language development. Results are compared to application of standard distributional and frequency criteria in the tabulation of mean…

Four experiments with 132 seventh graders, 162 eighth graders, 75 fourth graders, and 52 third graders compared the mnemonic keyword method with various other vocabulary learning strategies. Mnemonic keyword students outperformed sentence-context and free-study counterparts and generally outperformed others on tests of vocabulary usage. (SLD)

Finds 3 patterns of book-reading experiences in 24 classrooms of 4-year olds: coconstructive; didactic-interactional; and performance-oriented. Finds larger gains (one year later) by children in the performance-oriented classrooms than by those in the didactic-interactional rooms. Reveals strong effects of child-involved analytic talk on…

Describes a sixth grade class in which students examined World War II throughout a school year. Identifies curiosity as the factor that helped children most in learning about the war. Reviews teaching strategies used and kinds of questions students asked. Discusses student problems with the vocabulary of the subject matter. Includes student…

Videotapes of 45 subjects at 1;1 and 1;8 showed preexisting differences between mothers of earlier and later talkers as early as 1 year, 1 month. When the sample was divided according to stylistic preference at 1;8 (referential or expressive), associations between maternal language at 1;1 and mean length of utterance at 1;8 emerged only for the…

Examines a variety of Web-based vocabulary activities currently being used in English reading classes at the University of Aizu in Japan. Provides a brief review of the pedagogical basis for the creation and implementation of Web-based vocabulary, focusing on individualization and feedback capabilities. Describes activities, and discusses…

Investigates the nature of foreign-language learning using CD-ROM packages and presents case studies that explore cognitive processes and alternative learning experiences which contrast with conventional delivery modes in foreign-language teaching. Concludes that CD-ROMs can promote vocabulary acquisition, pronunciation, and independent learning.…

By encouraging English-as-a-Second-Language learners to keep a daily word calendar, teachers can tap into their need for success by helping them keep a visible count of their growing vocabulary. Describes how to prepare and fill-in word calendars, use them in classroom activities, and conduct extension exercises. Sample student word calendars are…