Examines what types of cues serve as the most effective recall prompts for Japanese college students studying English. Findings show that English cues, picture cues, and Romanji cues all produced better immediate and delayed recall than no cues at all. However, in delayed recall, Romanji cues worked significantly better to facilitate the recall of…

Proposes pedagogical solutions to problems beginning language learners have reading World Wide Web documents--reading an electronic format and deciphering the language used in Web pages. Proposed are a study of Uniform Resource Indicators (URLs) to enhance predictions, the analysis of visuals that support the meaning of the text, and the…

This study is an examination of the use of captioned video with beginning students of Spanish. Two groups of students watched a Spanish-language video with or without Spanish captioning and the groups' comprehension scores were compared. Students in the captioning group described how they used the pictures, sound, and captioning to understand the…

Visual organizers are visual frameworks such as figures, diagrams, charts, etc. used to present structural knowledge spatially in a given area with the intention of enhancing comprehension and learning. Visual organizers are effective in terms of helping to elicit, explain, and communicate information because they can clarify complex concepts into…

This paper elaborates some aspects of narrative learning--defined here as learning to tell stories and learning from, about and through narratives--in the context of primary-age pupils who use English as an Additional Language (EAL). The paper introduces some principles to support their language development in classroom interaction. We argue that…

The author used a movie poster to initiate three weekly exercise sessions. The first concentrated on types of posters and notices, the ways they may be mounted, and how that activity may be described. The second phase was description of the poster's subject. The third concerned the myths and symbols and emotional qualities of the drama portrayed.…

Discusses the semantic function of visual aids in foreign language teaching. (Text is in French.) (AM)

Discusses the use of drawings in foreign language courses for adults. Accompanying texts should be unambiguous--preferably reports of experiences or anecdotes. Also considered is the use of political cartoons. A list of expressions for use in discussing pictures is included. (Text is in German.) (IFS/WGA)

Suggests presenting Russian verbs of motion as graphic concepts through application of numerous illustrations, as explained here. Distinctions between orbit and trajectory must be maintained. (CHK)

Discusses questions involved in the depiction in pictures of various kinds of linguistic items, particularly semantic fields, culture-laden concepts and relative "picturability" of various types of words. It is suggested that linguistic criteria should more consciously determine the composition and organization of visuals. (KM)

Examines various approaches to the teaching of word meanings in the second language classroom, including the use of translation, visual aids, and direct methods. (AM)

Illustrates the use of stick figures and symbols in presenting the personal pronoun system in French, with the aim of minimizing relationship confusion. (Text is in French.) (MSE)

Proposes a study of the various ways in which words and groups of words can be matched with single non-coded pictures as an aid to foreign language instruction, particularly French. (AM)

Discusses the linguistic and non-linguistic contributions of visual aids in the foreign language classroom. (Text is in French.) (AM)

This Polish textbook consists of a series of narrations and dialogs based on photographs depicting typical activities in the daily lives of Polish citizens. Two sets of questions follow each selection; the first set is intended to stimulate communication on what has been seen and heard, while the second set asks the students to compare what they…