Part of England's Key Stage 3 National Strategy, this key objectives bank for Year 8 provides information and guidance to help teachers to: translate numerical targets into curricular objectives; focus teaching on those things that will help pupils' progress; and inform assessment tasks. Word level objectives concern complex and unfamiliar words;…

In each sub-section of the "Framework for Teaching English: Years 7, 8 and 9," certain key objectives are identified in boldface print. These objectives are key because they signify skills or understanding which are crucial to pupil's language development. They are challenging for the age group and are important markers of progress. This…

In each sub-section of the "Framework for Teaching English: Years 7, 8 and 9," certain key objectives are identified in boldface print. These objectives are key because they signify skills or understanding which are crucial to pupil's language development. They are challenging for the age group and are important markers of progress. This…

In each sub-section of the "Framework for Teaching English: Years 7, 8 and 9," certain key objectives are identified in boldface print. These objectives are key because they signify skills or understanding which are crucial to pupils' language development. They are challenging for the age group and are important markers of progress. This…

This edited volume includes the following chapters: "The Matrix Language Frame Model: Development and Responses" (Carol Myers-Scotton); "Language Alternation: The Third Kind of Codeswitching Mechanism" (Rodolfo Jacobson); "Contrastive Sociolinguistics: Borrowed and Codeswitched Past Participles in Romance-Germanic Language…

Outlines how the current work in linguistics and psychology can be joined with rhetoric in the study of cohesion and suggests the ways in which this synthesis leads to both a literary and philosophical sense of form and a practical pedagogy for teachers. (MM)

A three-year longitudinal study was conducted to measure two aspects of adolescents' self-concept development: continuity/discontinuity and stability/instability. Results indicated that adolescent self-concept results from continuous growth based on social circumstances and cognitive skills and competencies. (Author/DB)

The same semantic strategies for requesting are available in Spanish and English. Bilingual children use more polite strategies in speaking Spanish and more neutral ones in speaking English. (PMJ)

Examined the effect of homonymity on children's use of semantic context to derive word meaning. The study presented participants (preschoolers, second graders, and college students) with stories including nonsense words, familiar words used accurately, and homonymous words. Results suggest that homonymity inhibits children's tendency to derive…

A study of five adult males with autism investigated which combination of input/output modalities (typed or spoken) enhanced the syntactic, semantic, and/or pragmatic performance of individuals with autism when engaging in conversations with a normal language adult. Results found that typed communications facilitated the use of longer utterances.…

Presents a study of technical lexical structures with the aim of assisting students of English as a Second Language in processing and deciphering the lexico-grammatical realization of technology in the field of plastics. The analysis aims to show that technical terminology is closely related to grammar, and that technical lexis and grammar should…

Follows up on a study by Dagut and Laufer (1985), who found that Hebrew learners of English avoid phrasal verbs. Three tests (multiple choice, memorization, and translation) were administered to Dutch learners of English to determine whether Dutch learners would tend not to avoid English phrasal verbs because they do not exist in Dutch. (Author/OD)

Western and Soviet views of memory-related performance are synthesized. Whether middle childhood-aged students comprehend better with meaning-based (involuntary) strategies due to the importance of semantic focus, and whether adolescent students comprehend better with memory-oriented (voluntary) strategies were studied with 243 students in grades…

Outlines the history of semantically based programs that have influenced the design of computer assisted language instruction (CALI) programs. Describes early attempts to make intelligent CALI as well as current projects, including the Foreign Language Adventure Game, developed at the University of Delaware. Describes some important…

Illustrates how, through the words selected, the patterns of interaction experienced, and the range of events constructed in a bilingual sixth-grade classroom, students and teachers defined what counted as mathematics, mathematical actions, and being mathematicians. The patterns of language use and the range of mathematical events within the first…