Examines a recently (1985) compiled list of the 3,000 most commonly used Chinese characters, drawn from a sample of 11 million characters, and discusses the list's potential use as the basis for textbooks and vocabulary study programs, and as a database for computer assisted instruction. (CB)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Argues that instruction in etymology, although presently neglected in second language instruction, could offer meaningful linguistic information and principles to the intermediate and advanced second language learner. Practical illustrations of how etymology was integrated into a second language program in Hong Kong are presented. (Author/CB)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Discusses reasons why teaching difficult vocabulary in a selection may not improve comprehension. Emphasizes the importance of teaching vocabulary that represents ideas or concepts central to the reading selection. (MM)

Points relevant to user-program interaction in computer-assisted language learning (CALL) are discussed, followed by strategies for vocabulary learning. An environment in which guidelines and strategies are implemented is described. (Contains 13 references.) (Author/LB)

This study of early word learning focused on the status of object words in early vocabularies. Fourteen children were followed from nine months to two years of age, and monthly vocabulary growth was analyzed. Results indicated that object words represented approximately one-third, on average, of the different words the children learned. (TJQ)

Presents 14 different ways to say "Achoo" in many languages as a light-hearted classroom exercise. The students are asked to match the sneeze with the language and to follow it up with what North Americans say after a sneeze. (CK)

Asks why the keyword method is not being used to teach foreign language vocabulary. The article addresses the possible concerns of language teachers, provides a rationale for using the keyword method to teach foreign language vocabulary, and describes a procedure for implementing the method into the language class. (22 references) (JL)

Presents a basic definition of sight words. Provides a nine-item annotated bibliography of studies on sight words in different types of academic environments (published in ERIC from 1991-1993). (PA)

Presents a simple scheme, based on formal categories, for coding stylistic variation in the early lexicon. When applied to the first 50 and 100 words of 12 children between 0;11 and 2;3, the major dimensions of difference are found to be the relative proportion of common nouns and the relative proportion of frozen phrases. (31 references) (GLR)

Compares effects of teaching words in either semantic random groupings. Finds that the treatment had very strong effects, but student performance was not affected by whether the words were grouped in categories. Suggests that, given rich and elaborate instruction, semantic grouping is not necessary. (RS)

Suggests that students can improve their memory of Scholastic Aptitude Test vocabulary words by associating the words with corresponding pictures taken from magazines. Finds that long-term recall of words associated with pictures was higher than recall of words not associated with pictures. (RS)

Six lexical principles for object label learning are evaluated. In this framework, lexical acquisition changes as a result of the particular principles a given child has at his or her disposal. These principles were developed for the class of object labels but may also apply across other early-appearing word classes. (Contains 98 references.) (JP)

Examines the process through which modern Portuguese borrows from other languages, mainly French and English. Portuguese adapts these derivatives to conform to its own rules of phonology, morphology, and semantics. (four references) (Author/CK)