This article discusses methods of teaching literature. A method that derives from the hermeneutic-dialectic school of metascience is outlined, in which the researcher attempts a dialogue with the researched, the goal being mutual and self-understanding. This approach is contrasted with the logical-empirical approach. (CLK)

Proposes general semantics as the ideal means of teaching a process-oriented analysis of ethical standards. Discusses general semantics principles and their applicability in teaching business ethics. (PD)

Reviews concepts from discourse analysis and translates them into instructional techniques that can be used in the classroom to improve reading comprehension. (FL)

This paper builds upon discussions of the importance of semantic or intuitive work in proving by identifying three ways in which experienced mathematicians use example objects in constructing and evaluating proofs. It observes that students often do not use objects in these ways, and discusses the pedagogical question of how we might teach…

Correlation of a film to a work of literature helps students develop greater sensitivity to each, and a sharper awareness of the relationship between the two. (Author)

Describes the functioning of Murray's Interpersonal Communication Laboratory (first established in 1949) designed to help students internalize the principles of general semantics and apply them to everyday problems in communication. (PD)

Contains four suggested vocabulary learning activities, concentrating on (1) partitive expressions in street names, (2) sports vocabulary, (3) slang expressions, and (4) the many meanings of the words "jouer" and "jeu." (AM)

Guidelines are offered for speech-language pathologists who seek to evaluate and enhance idiom comprehension in language-disordered students. The long-term goal of the treatment approach is for the student to acquire a specific comprehension strategy for determining the meanings of unfamiliar idioms. (Author/JDD)

The seven articles of this theme issue deal with the use of computer-based interactive graphical representations. Studying their use will bring answers to users of static graphics in traditional paper-based media and those who plan instruction using graphical representations that allow semantically direct manipulation. (SLD)

Vocabulary is important, yet instruction in word meaning is often tedious and ineffective. This article presents motivating and time-efficient strategies for introducing and practicing the meaning vocabulary students will encounter across subject areas and texts in school. In the "Semantic Impressions" word-introduction strategy, students write a…

Vocabulary is the essential element of comprehending concepts in content areas. Many words used in science content-area materials are used to define concepts and to increase the conceptual development of the content area. Conceptual development is a major goal of content-area instruction. Without a clear understanding of the language of the…

In the context of learning theories the problem of the passage from the psychological dimension governed by images to the "scientific" dimension dominated by concepts needs to be reformulated. The starting point of the question should be recognition that at a "deep" level, between the two dimensions, there is a bridge, the design of which can be…

This research compared the effects of a Programmed Learning Sequence (PLS) (Dunn & Dunn, 1993) versus Traditional Teaching (TT) on 100 sixth-grade Bermudian students' test scores on a Fractions Unit. Fifty-three males' and forty-seven females' learning styles were identified with the "Learning Style Inventory" (LSI) (Dunn, Dunn,…

Analyses the nature of aspect in the present, the past ("passe compose"), and imperfect tenses in French, and gives some general guidelines for the teaching of these structures. (AM)

Semantic information rather than syntax should be emphasized in teaching the deaf to read. (PHR)