Offers a number of techniques designed to challenge or alter or disrupt how a student perceives reality, thereby facilitating student development in creative thinking. (RL)

Suggesting that the process of reading, however complex, is knowable, and that the scientific study of reading is both necessary and possible, this book brings together what has been learned through the scientific study of reading by carefully observing readers in the act of reading. The book looks at reading in the real world, at how readers and…

All beginners at simultaneous interpreting falter at the flow of oral language, unaware that their short-term semantic flow of oral language, unaware that his short-term semantic memory can be managed more efficiently if used to store units of meaning rather than discrete words. Beginners must learn to listen for sense from the start and focus…

It is proposed that the concepts of location and goal are helpful instructional tools in Russian, encouraging competence and discouraging incorrect analyses of sentence structure. Minor reorganization of conventional instructional materials and addition of a few sentences for discussion would be of significant assistance in student understanding.…

Describing what children at the preoperational stage know about writing, spelling, and words, the authors make specific recommendations for ways language arts teachers can build instruction that is based on this knowledge. (SK)

Presents a perspective on the system of language levels and logical operations that effective language users employ. Offers a rational for teaching this language system. Suggests activities for "moving language around" to help students develop concepts about language structures. (RL)

Notes that traditional methods of teaching vocabulary development do not reflect the learning patterns of basic writing students. Suggests ways of modifying vocabulary instruction to help remedial students. (RL)

In a study of the application natural language processing to second-language instruction, two versions of the Nihongo-CALI (computer-assisted language instruction) system were developed. Empirical data support the possibility/effectiveness of intelligent CALI to facilitate second-language acquisition. (19 references) (LB)

In response to a published study of second-language input processing and processing instruction, a relatively new concept in language teaching, misinterpretations of theoretical and conceptual issues are pointed out and methodological concerns about the study are discussed. (MSE)

Stimuli used in research on the perception of the speech signal have often been obtained from simple filtering and distortion of the speech waveform, sometimes accompanied by noise. However, for more complex stimulus generation, the parameters of speech can be manipulated, after analysis and before synthesis, using various types of algorithms to…

This 25-item test is intended to help educators identify whether students process language primarily through auditory, visual, or kinesthetic means. In the first five sections of this 9-minute test, students are instructed to read five 3-paragraph sets and select the paragraph in each set that is easiest for them to read. In questions 6 through 15…

This article reflects one session of a course in thinking and communicating for Pace University (New York) faculty. The purpose of the course was to heighten awareness that language can seriously misrepresent events which it describes, thus affecting students' ability to perceive, evaluate, and make day-to-day decisions. Beginning with a concrete…

A study compares and contrasts a set of English and Spanish prepositions of location in the context of prototype theory. It seeks to establish the prototype concept of each preposition and the degrees of prototypicality by testing for native-speaker choices of examples that illustrate best the most basic use of the preposition. The prepositions…

Reviews cases which support the view that parts of the left hemisphere control languages, no matter how it is expressed, while right-side regions are involved only in skilled nonlinguistic movements and perceptions. Compares recent findings with previously held theories. (ML)

Failure to comprehend spoken language usually results from lack of knowledge on the part of the listener or poor communication skills on the part of the speaker. When diagnosing possible causes of poor listening comprehension, the teacher must reflect on these factors and analyze the classroom situation. (DF)