This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)

Discusses the uses and advantages of pictorial schemata in teaching vocabulary to second language learners. The advantages are that the learner is encouraged not only to deal with lexical ordering but also to look for such ordering when learning the language outside the classroom. Describes how to design a schemata. (SED)

The meaning of a word often cannot be formulated by conscious rules, because it is unconscious. Evidence on the verb "break" demonstrates this. The consequence for teaching is that teachers cannot supply meanings in words, but should present a wide range of uses of a word, so that students can intuit the unconscious generalization. (Author)

To determine if children could discriminate among the 24 ways in which words possess meaning (logico-semantic relationships) defined by Evanechko and to see if this ability changed over time, 570 fifth, eighth, and eleventh graders were presented the task of sorting decks of cards containing examples of the 24 categories. Although it was not…

To help children develop a concept of "words," this document introduces parallels from languages other than English so that children, especially those learning English as a second language, can become aware of similarities across languages and recognize links between their first language and English. Answers to questions often asked by…

Three game approaches to the teaching of poetry, designed to make the student actively involved with poems are described as "teaching tools." The semantico-dictionary or word-cross game involves programing techniques, logic, and lexicography in poetic analysis. The punched-out poem game involves filling in the blanks of a poem in which all the…