Differentiates vocabulary learning from concept learning. Provides two activities designed to help students invent new concept labels or rename existing labels after examining the substance and meaning of the underlying concepts. (JDH)

Five teachers used exploratory talk as a tool for learning as they developed policy concerning the use of writing across the curriculum. Transcripts were analyzed for development of scientific concepts (learning) through increased use of specialized vocabulary (language growth). (Author/MT)

Describes the use of soap opera in a language laboratory. Each soap opera episode incorporates a vocabulary list from the course text. The list is supplemented by translation exercises and by a discussion of the particular grammatical principles involved, and the episode is followed by a listening comprehension test. (SED)

Includes descriptions of a fact-finding exercise using classmates' wallets; a crossword puzzle to heighten language awareness; and a description of a program which teaches students to analyze current events and issues in light of history. (HTH)

Mildly retarded students (11-13 years old) who participated in an intraclass peer tutoring program had significantly higher gain scores (pretest-posttest) on both vocabulary and reading subtests than did 62 controls. (CL)

Defines criteria to identify children's language overextensions and investigates how young children in the early stages of language acquisition rename objects analogically during a standardized play situation. Results indicate that analogic extensions are well within the capabilities of children from one year, eight months to two years, four…

The verbs in Gougenheim's Basic Dictionary are regrouped according to three classifications (synonyms, antonyms, and association) and organized according to semantic fields. Exercises designed to emphasize these relationships are suggested. (MSE)

Discusses two questions any language-teaching approach has to consider: (1) the component of a language on which to focus; and (2) how the linguistic material can be acquired more efficiently than in the past. Five principles for efficient acquisition of 5,000 vocabulary words are outlined, and the RALEX approach is explained. (SED)

Describes a content-oriented instructional method that relies on the vocabulary resources of a group of learners to help them understand the impact of words in various contexts. (FL)

Describes two approaches for uses with computer-assisted vocabulary learning (CAL): (1) uncontextualized CAL, requiring one-word answers and (2) contextualized forms of practice in which a text has to be unscrambled or rebuilt. Discusses some of the advantages of CAL and also some of the problems of using it effectively and integrating it into the…

Describes 44 methods for introducing, reinforcing, and extending vocabulary in the reading program. (FL)

Although language is saturated with culture, and the language of popular culture contains much information about a civilization, there is little attention given to this form of language in traditional dictionaries. What is needed is a dictionary of words having special cultural significance. (MSE)

Presents strategies designed to encourage the predictive behavior of students attempting to acquire new vocabulary. (FL)

Summarizes ERIC materials dealing with the role of phonics, spelling rules, and word lists in the spelling program. (FL)

Discusses the understandings and attitudes needed for successful vocabulary development. Groups these into three categories--intellectual, practical, and affective. (FL)