Discusses the distinction between formal and contextual guessing of vocabulary in second-language learning. It is argued that formal guessing is more helpful and reliable than contextual guessing. (Author/VWL)

Investigates young children's understanding of homophones in two different linguistic contexts. Results show that the linguistic context is an important factor in young children's understanding of word meaning. (six references) (GLR)

A study examined whether a single subject methodology that provided for alternate exposure to contexts and definitions would provide results similar to an earlier study in which one group studied contexts while a second group studied definitions. (HOD)

This paper discusses deaf readers' acquisition of word meanings from context. It describes what is involved in deriving word meanings from context; identifies issues relevant for deaf learners; isolates factors that make an impact on the learning-from-context process (task factors, reader factors, text factors, and word features), and identifies…

Analysis of second-language exercises intended to expand context-inference skills in reading indicated that most of the exercises offered little help in developing the skill and only partial understanding of word meaning. (Author/CB)

The question of how to account for the growth of vocabulary knowledge that occurs during the elementary school years is addressed. Areas examined include the ways that word meanings are communicated, direct teaching of meanings, vocabulary instruction as part of reading instruction, and deriving and learning word meanings from verbal context.…

Beyond the first several thousand most commonly used words in a language, direct vocabulary instruction is not efficient. Use of inferential skills then becomes the most effective way of learning new vocabulary; it is the way native speakers build their 60,000 word vocabularies. Because the skill is not automatically transferable, it must be…

Reviews "The Nature of Vocabulary Acquisition" by Margaret G. McKeown and Mary E. Curtis. Focuses on three questions involving vocabulary acquisition: (1) What does it mean to know the meaning of a word?; (2) How does knowledge about word meanings develop?; and (3) What is the relationship between vocabulary knowledge and comprehension? (MM)

Defines and illustrates the importance of lexical function in second language learning based on the "meaning-text" model of I. A. Mel'cuk. Examples in French and in English demonstrate that it is possible to combine lexical and grammatical learning. (DJD)

Describes a strategy for guessing meanings from context and suggests ways of practicing this strategy. The strategy involves four steps: (1) determining the part of speech of the word, (2) looking at the immediate grammar, (3) studying the wider context (usually the conjunction relationships), and (4) guessing the word and checking the guess.…

A study compared the instructional strategies of semantic mapping and semantic feature analysis with a traditional contextual approach for vocabulary acquisition. Subjects, 36 fourth, fifth, and six grade classes, were taught a set of 15 target words in each of the three instructional conditions for each of 3 weeks. Classes were assessed at the…

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

Although knowledge of multimeaning words is important for reading comprehension, deaf readers may know only the most common meanings or nuances of high-frequency multimeaning words. Results of a study are reported in which 33 profoundly hearing impaired students stratified into three equal age groups (ages 10, 11, and 12) were administered a…

Content areas teachers must assume responsibility for teaching students the basic reading skills that are necessary for achieving success in their field. Content teachers frequently must be convinced that reading skills are a valid part of their curriculum and must be given help in teaching these skills. They should be shown that the teaching of…

Offers examples of texts and assignments that reinforce an appreciation for the importance of context in the study of vocabulary. (RL)