Four experiments, varying slightly in instructional method but all using the suggestopedic approach, confirmed that large amounts of second language vocabulary can be learned in a few hours. None of the experiments reached the vocabulary quantity of the Lozanov studies. The suggestopedic-corporal model was the most effective. (MSE)

Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

Provides a list of 480 heteronyms, suggesting study in this area to stimulate students' interest in building vocabulary as well as in language study generally. (NH)

Presents guidelines for effective vocabulary instruction, stressing the importance of using mixed methods, learning vocabulary in context, maintaining student interest, and active learning. Describes three generative vocabulary strategies: student-initiated vocabulary study, the keyword method of imagining, and concept cards. (AYC)

Two studies of children's early language comprehension using the signal detection paradigm showed that, although the children demonstrated understanding of a known word, they also overextended that word to inappropriate referent. (Author/CB)

Presents a technique using self-image psychology that enables remedial students to improve their reading and vocabulary skills as they improve their attitudes about their own abilities. (ARH)

Re-examines the function of second language acquisition and learning by redefining the terms "acquisition" and "learning" in the context of the classroom. This redefinition, known as the binding/access framework, has several advantages for instruction: it incorporates both lexical and grammatical acquisition, it clarifies the…

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Proposes three guidelines to assist teachers in helping students become independent decoders: (1) teach the flexible use of a repertoire of strategies, (2) don't overnurture, and (3) provide a strong vocabulary development program. (FL)

Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.

Describes several kinds of word puzzles, including anagrams, content-area puzzles, graphic puzzles, palindrome puzzles, and rhyming riddles. (FL)

Discusses the creation and design of a course which concentrated solely on English vocabulary derived from Latin which was to be taught to deaf students at Gallaudet College. Stanford Achievement Test results showed that a majority of the students benefited remarkably from one semester of Latin vocabulary. (SED)

Describes a study which compared the effects of three types of adult feedback (acceptance, correction with joint labelling, and correction with explanation) on young children's inappropriate word usage. Findings showed that correction with explanation was more effective than correction with joint labelling, which was more effective than simple…

Studied 54 kindergarten children to investigate whether a common cognitive capacity underlies both homonym understanding and conservation status. Results indicated conservation status is significantly related to homonym understanding, over and above the rate of the child's general vocabulary level. (Author/CI)

Some salient characteristics of words that facilitate or inhibit their recall and eventual use in a foreign language, including phonological shape, grammatical category, and functional aspects such as meaning and affective value, are examined and their pedagogical implications are discussed. (MSE)