Examines the role of redundancy, as a universal linguistic feature, in language learning and teaching. (Author/AM)

Investigates the role of language in adult numeracy classrooms, utilizing the resources of systemic functional linguistics and constructs derived from conversational analysis and ethnomethodology to examine how these classrooms are constructed in discourse. The study characterizes these classrooms as mixed-mode discourse sites and examines how…

Aims to heighten teacher awareness of the semantic, syntactic, and phoneme-grapheme transfer problems that Chinese students face. Provides teaching suggestions involving phonology, vocabulary, syntax, and morphology. Urges reading teachers to use the visual modality to help make the transfer to the English script system more successful. (RS)

The intuitions and reasoned judgments of second-language learners of English were compared on a number of semantic and syntactic phenomena in the language. Because scores on the semantic tasks were higher than on syntactic tasks, it is assumed that classroom instruction should follow the same route. (24 references) (Author/LB)

This study, involving 40 preschool children with normal cognitive abilities, determined the effects of initial teaching of semantic elements on compound Blissymbol acquisition, retention, and generalization in a story-telling context. Results indicated that the initial teaching of elements did not contribute to compound acquisition and retention…

Shares the results of two studies on the Possible Sentences strategy which indicate that the strategy can be as effective, if not more so, than semantic mapping in teaching vocabulary and fostering recall information. (MG)

Discusses whether it is worthwhile to refer the literal sense or origin of an unfamiliar figurative expression as it is encountered by a language learner in specialized reading. Cognitive semantic tools were applied to reading economic discourse. The hypothesis that an enhanced metaphoric awareness on the part of language learners can be…

Purpose: Owing to its complexity, sustainable development cannot be simply integrated as a supplementary course within the engineers' curricula. The first point of this paper aims to focalise on how to reflect pedagogically. After dealing with these questions, a tool that can evaluate the student's understanding of sustainable development concepts…

This study compared literacy learning for kindergartners as 12 teachers read 10 popular alphabet books aloud, emphasizing meanings or phonemes, and used centers for independent practice with an alphabet book on audiotape or CD-ROM over a period of four weeks. Researchers taught half the teachers to read the books with an emphasis on phonemes…

Science and technology are often presented and taught as two separate essences. When this is done, students as well as teachers are forced to attempt to develop the appropriate linkages. This book is one of a series designed to help teachers develop their science and technological education in ways that are both satisfying to themselves and…

The process of getting a thought out of the mind and onto paper can be divided into five major categories: (1) discovering the word, (2) excavating the mythic word from the subconscious, (3) perceiving the word in the conscious, (4) verbalizing the expressed word, and (5) comprehending the unsaid word. When humans experience anything, their minds…

A study examined the efficacy of the keyword method of vocabulary instruction by comparing it with five methods designed to increase semantic processing of the definitions of the vocabulary words. Subjects in all five experiments were college students. In the first three experiments, recall of the definitions from the vocabulary words was the…

A model for adult language learning is developed based on the postulates that language is semiotic, contextual, communicative, and cultural. Research in psycholinguistics has discovered that a cognitive and recognitional knowledge of language underlies and is greater than performative language. The move from the first level, the semantic base, to…

This is a summary of a workshop on teaching second language vocabulary. The following were discussed: (1) the need to teach vocabulary in context; (2) the need for vocabulary selection; (3) active vs. passive vocabulary; (4) the presentation of meaning (including denotation, connotation, idioms, and cognates); (5) the rate of vocabulary…

Because inexperienced or basic writers depend on the semantics of everyday spoken dialogue when writing, research on written composition and the developmental links between spoken and written language should be more accessible to the practitioners who teach writing to those students. A review of the literature supports the theory of a semantic…