If in reading a sentence a reader finds something unfamiliar in lexical meaning or grammatical structures, the meaning of the written material may be ambiguous to him. Sometimes the context will help to clarify the meaning of an unfamiliar element, but often it won't. Understanding what is read involves not only the process of reasoning, but also…

Some 26 abstracts of papers presented at the Conference are compiled in this report. Topics include papers by noted specialists on: (1) programed language instruction (2) Milivox, (3) individualized instruction, (4) Spanish phonetics, (5) linguistic analysis, (6) semantics, (7) the comparative in English, (8) inflectional and derivational…

Providing contextual cues leads to more effective learning than depth of semantic processing activity. However, the positive effects of contextual cues are reduced when the subject must search for the theme during the learning activity, as opposed to having it presented before the passage. (CP)

Notes the problems young readers often have in decoding words of three syllables or more that appear in their textbooks and offers three solutions to the problem. (JC)

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)

This article criticizes the systematic use of audio-visual methods in second language teaching because of the imprecise semantic impression they may leave on the student. The use of translation exercises is proposed as an alternative. (Text is in French.) (CDSH/CLK)

Research supported in part by a grant from the U.S. Office of Education. (DD)

Translated from the Russian. (DD)

Discusses the teacher's obligation to enlighten the student adequately as to all interrelating features (e.g., linguistic, psychological, and cultural factors) attached to specific linguistic categories (e.g., presenting all of the moods and tenses of the verb be''). (DD)

Techniques of semantic feature analysis are applied to exploration and reinforcement of vocabulary. Students are presented with categories of familiar items and asked to describe their characteristics. The method can be used to elicit sentences, reinforce existing vocabulary, and begin discussion. Sample exercises for several difficulty levels are…

Argues that the paragraph represents a semantic unit, not just a grammatical convention. Presents original research to establish the types and frequencies of certain paragraph formats found in expository material. Discusses the most appropriate time for teaching students the ideational relationships within paragraphs. (FL)

It is argued that dictation is a neglected technique for second-language training. Students' error patterns at three levels are presented to show how the technique can be used effectively for both teaching and testing, and to develop integrative skills and accuracy in both listening and writing. (Author/MSE)

Outlines a program of vocabulary development that contains cognitive, affective, and physical elements. Points to test results showing that the program has been effective with fourth grade students. (FL)