Reports on a study of a reading program used in English-as-a-Second-Language instruction to determine (1) the effect of the method of vocabulary presentation on vocabulary acquisition, and (2) the interrelationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. (GLR)

Problems and techniques in teaching the translation of idioms that make little or no sense literally are examined, using as an example the translation of a French idiom into German. Use of bilingual dictionaries and other related activities to deepen and enrich understanding of the language are stressed. (MSE)

Describes an alternate lexico-semantic view of native language acquisition and adult second language learning that proposes that humans acquire and learn words, names, titles, expressions, sayings, and formulas as undifferentiated lexical items first and then develop systems to store and retrieve the lexemes and combine them into phrases and…

This study investigated the practice effect in speechreading. Two groups of 10 hearing and sighted adults practiced either the same sentence list each day or practiced on different lists each day for 5 days. While both groups showed noteworthy improvements in speechreading, no significant differences between groups were found. (Author/PB)

Analysis of a complete set of word-forms produced by a one-year-old at the one-word stage found that the data showed little phonetic variability and that phonological development during the period studied (about one year) was qualitatively continuous with subsequent development. (Author/CB)

Defines and illustrates the importance of lexical function in second language learning based on the "meaning-text" model of I. A. Mel'cuk. Examples in French and in English demonstrate that it is possible to combine lexical and grammatical learning. (DJD)

Describes a technique for vocabulary instruction in which students complete a chart by providing two synonyms, an antonym, and the pronunciation of a given word. Reports that, even though the chart is easy to complete, students using it began to think both critically and creatively. (RS)

A review of the significant advances made in the study of Spanish language history during the 1980s describes recent developments in introductory textbooks, manuals, external histories, phonological research, morphological research, syntactic research, semantic research, dictionaries, learned vocabularies, bibliographies, and literary research.…

Argues that word learnability and ease in the second-language classroom can serve as guidelines in second-language instruction for the following: the selection of words to be taught; the presentation of words; the facilitation of long-term memorization; the development of strategies for self-learning; and the assessment of vocabulary knowledge.…

Suggests four methods to help students make intelligent guesses and expand their Spanish vocabulary through induction of cognate patterns, including making students consciously aware of cognate patterns; emphasizing general patterns of English abstract words and their corresponding Spanish cognates; enhancing inductive learning strategies through…

Applies a categorical framework for relating compounds and metaphors to a discussion of the aspects of children's development of preferred and metaphoric compounds. Results indicate that preferred compounds serve the function of being conceptually precise, while preferred metaphors serve "suggestive" functions. (Author/CB)

Twenty college students learned sign language vocabularly via an interactive videodisc system, while 20 control group students learned the same signs through a traditional classroom approach. The experimental group took one-third less time to learn as many signs as the control group. (Author/JDD)

Four ideas for French language classroom activities are described, including a vocabulary development exercise about jobs, a reading comprehension exercise; discussion of a Flaubert text; and an art appreciation activity based on a Picasso sculpture. (MSE)

The need for direct, systematic vocabulary instruction in improving language comprehension abilities of hearing-impaired and learning-disabled students is discussed. Vocabulary instruction should be knowledge-based and should be combined with extensive reading opportunities. Sample instructional techniques, such as word maps, semantic feature…

Explores the implications of the principles and parameters theory of Universal Grammar for language teaching. Classroom acquisition depends on the provision of appropriate syntactic evidence to trigger parameter setting, and certain aspects of vocabulary are also crucial. (33 references) (Author/VWL)